LEAD ARTICLE: “Who Supports the Adults in Schools?” NAPCE’s Dr Nicole Cara reflects on this big issue

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“Who Supports the Adults in Schools?” By NAPCE NEC Member Dr Nicole Cara

Schools are full of spaces designed to support children. We have nurture groups, ELSA (Emotional Literacy Support Assistant) interventions, mentoring, counselling, pastoral support, emotional check-ins and trusted adults. We recognise that children need opportunities to talk, reflect, process and make sense of their experiences.

Yet schools are also full of adults carrying significant emotional responsibility.

A Head of Year supporting a distressed young person before first lesson. A SENCo navigating increasingly complex needs with finite resources.

A Designated Safeguarding Lead holding difficult disclosures. A teacher trying to support a child experiencing anxiety whilst also teaching thirty other children.

A Headteacher balancing the needs of children, staff and families whilst making countless decisions throughout the day.

Much of this work is invisible. It happens in corridor conversations, after difficult meetings, in the pause before a phone call home, or in the quiet moments when we wonder whether we said the right thing, made the right decision, or did enough to help.

Working with children is emotional work. Whether we are teaching, leading, safeguarding, supporting SEND, or working pastorally, we are constantly responding to the emotions, experiences and needs of others.

Yet adults are often expected to move from one emotionally demanding interaction to the next with very little opportunity to pause, process or think.

This raises an important question:

Who holds the adults?

Where do staff in your setting currently go when they need space to think?

One possible answer is supervision.

For some readers, the term supervision may feel unfamiliar, clinical or even anxiety-provoking. It is sometimes misunderstood as being about monitoring staff performance, checking up on staff, or “fixing” difficulties.

The word itself can almost feel like a red herring. In reality, psychologically informed supervision is something very different.

At its heart, supervision is a protected reflective space – somewhere staff can slow down, think, process, explore and make sense of the emotionally demanding work they do every day.

Increasingly, schools are working with Educational Psychologists to create reflective spaces for staff. Whilst this may look different across contexts, the aim is often the same: to create opportunities for adults to slow down, think together and make sense of emotionally demanding work.

Why do school staff need spaces to think?

Pastoral work is emotional work. Working with children is emotional work.

Adults in schools routinely absorb and respond to children’s distress, frustration, anxiety, anger and uncertainty. This may include:

• hearing safeguarding disclosures.
• supporting distressed children.
• managing emotionally charged behaviour.
• navigating difficult conversations.
• supporting children experiencing trauma or anxiety.
• and holding responsibility for increasingly complex needs.
• managing the high level of decision-making, plate juggling, competing demands and emotional complexity of school life.

Over time, without opportunities to process these experiences, staff can become emotionally overloaded. This can impact wellbeing, confidence, relationships and the capacity to remain reflective and curious within challenging situations.

Wilfred Bion’s (1962) concept of containment is helpful here. Containment refers to the process by which one person helps another make sense of difficult thoughts, feelings or experiences, so that they feel safer, more manageable and easier to understand.

In schools, we often think about adults containing (holding) children’s emotions — but adults also need spaces where their own thoughts and feelings can be held, understood and processed. We often do this naturally with children without even realising it.

For example, a distressed child may come into school angry, overwhelmed or tearful after a difficult morning. A calm adult helps “hold” that emotion by staying steady, listening, naming feelings and helping the child feel safer and more understood: “I can see things feel really hard right now. Let’s slow things down together”.

Rather than immediately trying to solve the problem, the adult first helps the child feel understood and emotionally safer. Over time, this helps children regulate because the adult is temporarily helping them manage emotions that feel too big to manage alone. Supervision offers adults a similar reflective and emotionally containing space.

Reflective supervision can provide this containing function. Rather than carrying difficult experiences alone, staff have opportunities to think together with others in psychologically safe ways.

This matters because when adults feel calmer, more supported and more able to think, children often experience adults as more emotionally available, predictable and attuned.

What is supervision?

While supervision has long existed within professions such as social work, clinical psychology and psychotherapy, schools are increasingly recognising the value of reflective spaces for staff wellbeing, professional thinking and sustainable pastoral support (Jackson, 2020).

Supervision is not line management, appraisal or performance monitoring. It is not about judging whether someone is “doing a good job”, nor is it therapy. Instead, supervision is a collaborative, psychologically informed space for slowing down, reflection and thoughtful professional thinking. It may involve:

• exploring challenging situations.
• reflecting on emotional responses.
• noticing patterns within systems or relationships.
• developing psychologically informed understanding.
• problem-solving together.
• identifying strengths and next steps.
• helping staff feel less isolated or overwhelmed in emotionally demanding work.

Sometimes, supervision focuses on individual children or situations.

Sometimes it explores wider themes emerging across a school or team. Often, it helps staff reconnect with their own professional values, confidence and capacity to think clearly under pressure.

As Emil Jackson and colleagues have highlighted through their work on reflective supervision, psychologically safe practice and emotionally containing spaces within education (Jackson, 2020), supervision is not about having all the answers. Instead, it creates a space where uncertainty can be explored safely and thoughtfully, rather than reacted to quickly or defensively.

Common misconceptions about supervision

One of the barriers to supervision in schools is misunderstanding what it actually involves. Below are some common misconceptions:

• “Supervision is only for staff who are struggling” – Supervision is most effective when viewed as a normal and valued part of reflective professional practice, not something reserved for crisis situations. Even highly experienced staff benefit from protected opportunities to slow down and think.
• “Supervision is therapy”- Although supervision may involve discussion of emotions, it is not counselling or therapy. The focus remains connected to professional practice, reflection and support within work contexts.
• “Supervision is about being checked up on”- Supervision is not punitive or judgemental. It should feel collaborative, psychologically safe and supportive, rather than evaluative.
• “We don’t have time” Or “it’s taking my EP time from the children” – Ironically, people in schools often feel they are too busy for supervision precisely because the work is emotionally demanding. However, creating reflective spaces may help prevent burnout, reactive decision-making and staff isolation in the longer term.

While it may initially feel difficult to allocate EP time toward staff supervision rather than direct child work, psychologically informed support for adults often has a ripple effect across whole systems.

Supporting the adults around children can strengthen the quality, consistency and sustainability of support experienced by many children across the school day, not just one individual child at a time.

• “Supervision is just talking” – Well, yes. So is teaching. In fact, much of what we do in schools relies on thoughtful conversation and relationships. Thoughtful conversation is powerful. Supervision can help staff develop insight, notice patterns, feel emotionally supported and identify practical ways forward. Sometimes the most important outcome is helping someone feel less alone with a difficult situation.

What might supervision look like in schools?

Supervision can take many forms depending on the needs of the school. Supervisees are encouraged to ‘bring’ anything that’s on their mind to supervision. This might include:

• a child whose behaviour feels increasingly difficult to understand,
• uncertainty around how best to support a young person experiencing anxiety or emotionally based school avoidance,
• tensions within staff or parent relationships,
• feelings of “dreading” interactions with particular pupils or situations,
• worries about safeguarding decisions,
• patterns emerging across a class or year group,
• feeling emotionally overwhelmed by the level of need,
• challenges balancing support and boundaries,
• or reflecting on how school systems and routines may be contributing to difficulties.

Sometimes staff bring practical dilemmas. Sometimes they bring emotional responses. Often, supervision helps make links between the two. Supervision sessions are often characterised by curiosity, reflection and psychological thinking, rather than simply “problem solving”.

Helpful questions might include:

• What ideas have we got to make sense of this?
• What feelings might this situation evoke in adults?
• What patterns are emerging across the system?
• What might the child need from adults right now?
• What support do staff themselves need?

Importantly, supervision is not about “getting it perfect”. It is about creating opportunities to pause and think before reacting.

Types of supervision

1. Individual supervision: This may involve regular meetings between a member of staff and an EP to reflect on complex situations, emotionally demanding work or professional dilemmas.
2. Group supervision: Small groups of staff reflect together on themes, situations or experiences within a facilitated space. This can reduce isolation and promote shared thinking.
3. Team or systemic supervision: Whole teams (e.g., pastoral teams, safeguarding teams or inclusion teams) reflect together on patterns, pressures and relational dynamics across systems.

Who might benefit from supervision?

Many staff working within pastoral and emotionally demanding roles may benefit from supervision, including:

• Headteachers and senior leaders.
• Designated Safeguarding Leads (DSLs).
• SENCos and SEND staff including TAs, LSAs and ELSAs.
• Heads of Year and pastoral teams.

However, supervision is not only relevant for specialist roles. Increasingly, schools are recognising that all staff working relationally with children may benefit from reflective spaces.

Why Educational Psychologists?

Educational Psychologists are uniquely positioned to facilitate supervision within schools because of their training in:

• Child development.
• Psychology.
• Systems thinking.
• Consultation.
• Relational practice.
• Behaviour.
• Emotional wellbeing.
• Organisational dynamics.

EPs are trained not simply to provide “answers”, but to help others think psychologically about children, relationships and systems. This makes supervision a natural extension of preventative and capacity-building EP practice.

Increasingly, schools are developing ongoing supervision models with their linked EP services, recognising the value of psychologically informed reflective spaces for both staff wellbeing and children’s outcomes.

Reflection prompts – what happens in your school?

• Where do staff in your setting currently go when they need space to think?
• Which roles within your school carry the greatest emotional load?
• What opportunities exist for reflective conversations, rather than purely operational ones?
• How might staff wellbeing and children’s wellbeing be interconnected within your setting?
• If children need emotionally available adults, what do adults need in order to remain emotionally available?

Final Thoughts

Schools are built on relationships. Children’s experiences of school are shaped not only by policies, interventions and curriculum, but by everyday interactions with the adults around them.

However, adults’ capacity to remain calm, thoughtful and emotionally available is influenced by whether they themselves feel supported, contained and able to think.

Supervision is not an “extra” or luxury. Increasingly, it may represent an important part of sustainable pastoral systems within schools, creating protected spaces where adults can pause, reflect and make sense of emotionally demanding work together.

If we want children to experience calm, thoughtful and emotionally available adults, we also need to think about what helps adults remain calm, thoughtful and emotionally available.

Perhaps one of the most important questions schools can ask is not simply:

“How do we support children?” but also: “Who holds the adults?”

References

• Bion, W. R. (1962). Learning from experience. Heinemann.
• Gutman, L. M., & Vorhaus, J. (2012). The impact of pupil behaviour and wellbeing on educational outcomes. Department for Education.
• Jackson, E. (2020). Reflective supervision in education: Creating psychologically safe spaces for staff thinking and wellbeing. Debate, 179, 22–25.
• Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. Jossey-Bass.
• Miller, A., & Berger, E. (2023). Supporting students in distress: From reactive to reflective practice. Educational & Child Psychology, 40(3), 25–38.
• Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.

Dr Nicole Cara
NEC Member, NAPCE

BOOK: “NAPCE’s Phil Jones Pens Chapter for Important New SEND Book”

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NAPCE Chair Phil Jones Contributes to New SEND Practitioner Handbook

NAPCE is delighted to share that our Chair, Phil Jones, has contributed a chapter to the important new book The SEN Practitioner: Status, Skills and Support, edited by Tristan Middleton and published by Taylor & Francis/Routledge.

The book was released on 22nd June and has made a significant impact.

How to meet the needs of learners with special educational needs and disabilities is a topic for debate in education and it is unlikely that this will change in the future.

The debate places discussions around supporting learners to achieve their full potential at the heart of policy making and practice in education.

The book includes the chapter ‘Effective Pastoral Care that supports SEND: A support for practitioners’ written by NAPCE National Chair, Phil Jones.

This section highlights the important contribution effective pastoral care structures and systems make in meeting the needs of all learners from different backgrounds and experiences.

Phil’s chapter, Effective Pastoral Care that Supports SEND: A Support for Practitioners, appears as Chapter 13. (routledge.com)

The book brings together leading voices from across the SEND sector to explore the diverse range of professionals who support children and young people with special educational needs and disabilities. It examines the roles, skills, experiences, and professional development needs of practitioners working in mainstream schools, specialist settings, alternative provision, and wider support services. (routledge.com)

Phil’s contribution focuses on the vital relationship between effective pastoral care and SEND provision. As schools continue to develop more inclusive approaches, pastoral care has an increasingly important role in supporting the wellbeing, engagement, belonging, and success of learners with additional needs. His chapter offers practical guidance for practitioners seeking to strengthen the connections between pastoral support, inclusion, and positive outcomes for children and young people with SEND. (routledge.com)

The inclusion of a chapter by NAPCE’s Chair reflects the growing recognition that high-quality pastoral care is fundamental to effective educational practice. It also highlights the important contribution that pastoral leaders make within wider inclusion and SEND strategies.

The book forms part of the nasen Spotlight series and includes contributions from a wide range of experienced practitioners, academics, and educational leaders. Topics covered include the role of the SENCo, nurture practitioners, inclusive classrooms, autistic educators, practitioner supervision, relational practice, and leadership for inclusive school cultures. (routledge.com)

The SEN Practitioner: Status, Skills and Support was released on 22nd June 2026 and will be of interest to SENCos, pastoral leaders, school leaders, MAT professionals, CPD leads, and all those committed to improving outcomes for children and young people with SEND. (routledge.com)

Further details and pre-order information can be found at:

The SEN Practitioner: Status, Skills and Support

NAPCE congratulates Phil on this significant contribution and looks forward to seeing the impact of the book across the education sector.

 The SEN Practitioner: Status, Skills and Support, edited by Tristan Middleton and published by Taylor & Francis/Routledge is available now on Amazon and in all good book shops.

Order here

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National Awards for Pastoral Care in Education 2026 – Finalists Announcement Coming Soon

Thank you to everyone who submitted nominations for the National Awards for Pastoral Care in Education 2026. We have been delighted by the quality and range of entries received from schools, colleges and education professionals across the country.

We know many nominees and organisations are eager to hear whether they have been selected as finalists. We would like to reassure all applicants that the finalists will be announced very soon.

Finalists will be notified in three ways:

• They will receive an email directly from NAPCE.
• The full list of finalists will be published on the News section of the NAPCE website.
• The announcement will also be shared across NAPCE’s social media channels.

We would encourage everyone who submitted a nomination to keep an eye on their inboxes, our website and our social media platforms over the coming days.

Thank you once again for your support of the National Awards for Pastoral Care in Education and for the outstanding work you do to support children and young people.

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Team of the Year Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this final instalment of the latest series, taken from the 2025 Awards, we’re focussing on the “Pastoral Team of the Year” category, which was sponsored by Connect to Purpose.

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.
Pastoral Team of the Year Award Criteria

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 Winner

The Pastoral team at Holte School, Lozells, Birmingham

The Pastoral Team at Holte School in Lozells, Birmingham fight against the odds every single day. Serving a community blighted by gangs, crime, unemployment and poverty is a daily challenge.

And yet, if you walked around Holte School, you would see calm and happy faces where attendance is well above the national average, where permanent exclusions are an absolute rarity and where parents are delighted with what the school does for their children.

This is on the back of unwavering care from our pastoral team who are vastly experienced and leave no stone unturned in supporting young people and getting them on the right path.

Behaviour at the school is always commented upon positively by visitors and trainee teachers and that is because of the very strong relationships within the school built on mutual respect and trust.

It is the care and attention of the pastoral team that enables miracles to happen. It is no surprise that when pupils return many years later as parents, it is the pastoral staff that they make a beeline for to thank and to praise.

The pastoral team at Holte have constructed an excellent SMSC curriculum that was described as “visionary” by Ofsted in October 2023.

Pupils get a lot of input about healthy relationships, staying safe, about the world around them and we hope we produce good citizens on the back of this work. We are proud of what we do and what we achieve.

The Finalists

LSA Team at East Barnet School, London

The school is proud to shout from the rooftops about the exceptional work our LSAs do every single day. Their responsibilities are vast, and their dedication knows no bounds.

On any given day, they:

• Provide in-class support, one-to-one assistance, and small-group interventions
• Guide students through unstructured times, offering stability and reassurance
• Step in when sudden sight loss occurs, ensuring students continue to access learning
• Offer unwavering support through loss and personal challenges • Adapt lessons in real time—taking notes, scaffolding learning, differentiating, simplifying language, mentoring, listening, encouraging, repeating, and intervening when needed
• Fill in for absent colleagues, assist with invigilation, and respond to the growing number of students requiring support
• Brave the cold to stand in a field while students master the art of tying knots during Equine Therapy
• Deliver interventions in handwriting, fine motor skills, maths, reading, comprehension, and inference, to name just a few
• Run clubs and activities that enrich school life—crochet, yoga, lunchtime clubs, homework support, Lego therapy, and friendship groups

Pastoral Team, Loreto Grammar School, Omagh

The Pastoral Team is the ‘front line’; faced with daily unpredictable challenges, ensuring our students are supported and empowered to remove or at least, manage, barriers to learning and development so our students are ‘happy, learning, succeeding.’

The Pastoral Team are a conduit between the other departments and teams in our school ensuring the wellbeing of the student is at the heart of every decision.

They lead in the effective use of data to raise educational outcomes and wellbeing. Behavioural, assessment and attendance data are analysed weekly by the Pastoral Team. This ensures interventions occur in a timely manner.

The Pastoral Team drives the bespoke ‘Celebration of Success’. Pupil voice is central to pastoral developments, for example a bespoke Pastoral Wellbeing Survey has been launched to elicit pupil feedback and inform future planning in pastoral provision.

The Pastoral Team supports students through a spectrum of issues such as self-harm, bereavement, mental health, wellbeing and identity. Weekly, Form Teachers deliver informative and responsive pastoral lessons, while Heads of Year lead assemblies and facilitate a range of guest speakers/workshops.

We develop our students’ resilience through our Preventative Curriculum including, ‘Developing a Hopeful Mind’, ‘Bloom’, ‘Take 5 Steps to Wellbeing’, ‘Habits of Mind’, and ‘Aware workshops.’

The Personal Development Curriculum includes a comprehensive ‘Life Skills’ programme. The Pastoral Team embrace the constantly evolving nature of education with a ‘can and will do’ attitude.

Gospel Oak School, Tipton

Our pastoral team is at the heart of our commitment to nurturing the wellbeing, resilience, and potential of every student.

Over the past year, they have developed a robust and multifaceted mental health and wellbeing programme that is transforming lives and ensuring no student feels left behind.

We also forged strong partnerships with external organisations to enhance our provision.  Collaboration with the West Bromwich Albion Foundation enables the school to offer targeted interventions including one-to-one support and resilience workshops.

These provide practical coping mechanisms, confidence-building activities, and early intervention for those in need of additional help. The Be Positive programme has had particularly valuable impact, by promoting positive thinking, building self-esteem, and providing students with strategies to manage anxiety and stress.

It’s been well received by students and staff, contributing to a more supportive school culture.

For students facing more specific or entrenched difficulties, the XY2 Intervention programme offers tailored support through therapeutic approaches and group counselling.

This intervention offers structured, targeted support for those experiencing challenges such as anxiety or low mood, allowing them to access care in a setting that suits their needs.

The Envision Project involves year 9 students who have created a ‘safe space’ for students to talk about mental health. Run at break and lunch times, this initiative has already proven very popular and successful.

The Wellbeing Team provides individual and group counselling, crisis intervention, preventative workshops, working closely with staff and families. Their holistic approach ensures students are supported consistently and effectively through personal and academic challenges.

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

At St. John the Baptist’s College, pastoral care is not just a policy—it’s the heartbeat of the school. Situated in one of Northern Ireland’s most deprived areas, they serve a resilient and richly diverse community.

Nearly half of the students have English as an Additional Language, including asylum seekers and refugees. A significant number face poverty, trauma, or complex emotional needs. —26% have special educational needs, twelve are in care, and some have experienced up to ten Adverse Childhood Experiences (ACEs). For many, school is the only place where they feel safe, seen, and supported.

The commitment to nurturing the whole child is embedded in every aspect of school life. Relationships are at the core of everything they do. They take time to understand each student’s story, building trust and a sense of belonging.

A restorative approach to behaviour empowers students to reflect, grow, and develop healthier relationships. Every interaction is rooted in care, compassion, and emotional awareness.

School policies reflect the school values—prioritising trauma-informed practice, inclusion, and wellbeing. Pastoral care is a whole-school responsibility. Every staff member—whether teacher, classroom assistant, or dinner supervisor—plays a vital role.

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

AWARDS: Meet the National Awards for Pastoral Care in Education 2026 Judging Team

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Meet the Judges – National Awards for Pastoral Care in Education 2026

The National Awards for Pastoral Care in Education celebrate the individuals, teams and organisations whose commitment to wellbeing, inclusion and personal development transforms the lives of children and young people.

Ensuring that these awards recognise truly outstanding practice requires a judging panel with exceptional expertise, experience and insight.

For 2026, we are proud to welcome a distinguished panel of judges drawn from across education, research, leadership, inclusion, wellbeing and child development.

Collectively, they bring decades of experience spanning schools, universities, charities, policy development, special educational needs, mental health, attachment-informed practice and international education.

Our judges have dedicated their careers to improving outcomes for children and young people.

They have led schools, influenced national policy, advanced research, championed inclusion, supported vulnerable learners and developed innovative approaches to pastoral care.

Their expertise reflects the breadth and depth of pastoral care in modern education, ensuring that every nomination is considered with professionalism, integrity and a deep understanding of the challenges and opportunities facing schools and educational settings today.

We are delighted to introduce the National Awards for Pastoral Care in Education 2026 judging panel.

Jill Robson

Jill is the current National Secretary for NAPCE. She joined the NAPCE Executive in 1994 and has served the association for more than 30 years, fulfilling the roles of Secretary, Treasurer, Vice Chair and Chair.

During her career in education, Jill worked as a PE teacher, Form Tutor, Head of Year, Head of Careers, Assistant Headteacher, Deputy Headteacher and Acting Headteacher within the secondary sector. She has continued her commitment to supporting young people through her work as a governor of a residential SEMH provision.

Professor Noel Purdy, OBE

Stranmillis University College, Belfast

Professor Noel Purdy is Director of Research and Scholarship and Head of Education Studies at Stranmillis University College. He also serves as Director of CREU (the Centre for Research in Educational Underachievement).

A highly respected educational researcher, Noel is the editor of NAPCE’s academic journal, Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. His work has made a significant contribution to understanding educational achievement, wellbeing and pastoral support.

Margaret Mulholland

SEND and Inclusion Specialist, ASCL

Margaret joined ASCL’s policy team as SEND and Inclusion Specialist in September 2019.

She is a leading advocate for the role that SEND settings play in advancing inclusive teaching and learning. Margaret sits on the Universities’ Council for the Education of Teachers, advises the UK Government on Initial Teacher Training curriculum development, and works with local authorities as an external adviser for Early Career Teachers, ITT and leadership development. She also writes a regular column on research and inclusivity for the Times Educational Supplement.

Dr Caron Carter

Senior Lecturer, Sheffield Hallam University

Dr Caron Carter is a Senior Lecturer in Childhood and Early Childhood Education at Sheffield Hallam University (BEd, MA, PhD, NPQH).

Her research focuses on children’s friendships, play and wellbeing, and she hosts the podcast series Children’s Friendships Matter. Caron is currently involved in projects designed to improve outcomes for children in key areas including friendship, wellbeing, play and educational transitions.

Anne Emerson

Associate Professor, University of Nottingham

Anne Emerson has worked across special and mainstream education in both the UK and India over the past 30 years. Her extensive experience also includes roles as a Family Services Coordinator for Mencap and supporting adults with disabilities in residential services.

Anne has taught in further and higher education and spent seven years as a psychology lecturer specialising in communication, disability and inclusive education. She continues to work directly with children with special educational needs and delivers training for teachers, teaching assistants, parents and carers.

Andy Wright, OBE

Chair, Attachment Research Community (ARC)

Andy Wright is Chair of the Attachment Research Community (ARC), a Trustee of the West Midlands Virtual School Head Teachers Children in Care Foundation and represents Virtual Schools on the ASCL Council.

With more than 40 years of teaching experience, including over 20 years in senior leadership positions, Andy has served as a Headteacher, Principal and leader of two Virtual Schools across the West Midlands. He is passionate about developing sustainable systems of support that enable all children to become independent and successful adults.

In 2024, Andy was recognised in the King’s Birthday Honours and awarded an OBE for services to children in care, care-experienced young people and the education community.

Linda James, MBE

Founder and CEO, BulliesOut

Linda James MBE is the Founder and CEO of BulliesOut, the charity she established in 2006 following personal experiences of bullying.

Under Linda’s leadership, BulliesOut has grown from a simple web-based support service into a multi-award-winning charity dedicated to preventing bullying behaviour. The organisation provides anti-bullying and wellbeing workshops, peer mentor training, CPD programmes, counselling and mentoring support, helping thousands of young people, families and professionals.

Dr Michael Jones

Chair of the Education Working Group, British Chamber of Commerce in South China

Dr Michael Jones is Chair of the Education Working Group of the British Chamber of Commerce in South China (BritChamSC) and a co-founder of Learning and Wellbeing Support (LAWS), a community of practice dedicated to understanding mental health in education.

Professionally, he serves as Executive Manager of Professional Learning and Development for ISA International Education Group. His work brings an important international perspective to the judging panel, combining expertise in professional development, wellbeing and educational leadership across diverse educational contexts.

AWARDS: Congratulations Chris! Headteacher Lands Prize at National Teaching Awards

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Chris Tooley Lands Silver Accolade at National Teaching Awards

NAPCE is pleased to hear that Chris Tooley, Principal at The Netherhall School in Cambridge, is a Silver Winner for Headteacher of the Year in a Secondary School in the 2026 Pearson National Teaching Awards.

Chris was a finalist for his work in pastoral care in the Raising Awareness about Pastoral Care category at the 2025 National Awards for Pastoral Care in Education, and The Netherhall School was represented as a finalist in many of the other categories.

Chris commented:

“I found out last Thursday that I am a winner of the Headteacher of the Year Award in this year’s National Teaching Awards. There are four winners in the country and one of us will get the Gold Award as part of the Award Ceremony in London in November.

“The nominations were based around the work I’ve led at Netherhall over recent years to shift the school culture from a behaviourist approach to one based on the nurture of relationships above all else. Effectively, elevating the role of Pastoral Education against the tyranny of the accountability measures.”

Phil Jones (NAPCE National Chair) commented:

“That is brilliant news and fully deserved. The award recognises the difference Headteachers make every day for the young people in their care.

“Chris should be very proud that his brave approach to leadership is challenging the focus on percentages and accountability and values the important contribution effective pastoral care and support make to the learning experience and future life chances of learners.”

Chris Tooley is a speaker at the 2026 NAPCE Annual Conference, where he will be sharing ideas and insights about the approach to delivering effective pastoral care at The Netherhall School and the impact this has had on supporting the learning experience of children and young people.

The Conference, Inclusion and Belonging in Education, takes place in Worcester on 9 October.

Tickets are available now at https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk.

The judging process for the 2026 National Awards for Pastoral Care in Education is nearly complete, and the finalists will soon be announced.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Quotation: Charles Dickens

Dominic Riste
NEC Member, NAPCE

EVENT: NAPCE Belfast Symposium – TICKETS AVAILABLE NOW

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Building Respect and Wellbeing through Understanding – NAPCE Belfast Symposium 2026

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

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

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

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

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

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

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

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

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

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

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

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

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Phil Jones to Chair National Online Leadership Conference This June

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

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

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

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

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

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

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

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

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

Middle Leadership Conference – information and booking brochure

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral School of the Year Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this seventh instalment of the latest series, taken from the 2025 Awards, we’re focussing on the “Pastoral School of the Year” category, which was sponsored by Global Equality Collective.

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.
Pastoral School of the Year Award Criteria

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

The Winner

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

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

The finalists in this category in 2025 were.

Knowles Primary School, Bletchley, Milton Keynes

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

Loreto Grammar School, Omagh

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

St Oliver Plunkett Primary School, Strathfoyle

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

Beechfield School, Watford

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

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

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

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

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

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

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

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

Phil Jones, National Chair of NAPCE, said:

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

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

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

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

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

LEAD ARTICLE: “From the Manosphere to the Classroom: Confronting Misogyny and Violence in a Digital Age” by NAPCE Journal Editor Prof. Noel Purdy, OBE

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“From the Manospehere to the Classroom: Confronting Misogyn and Violence in a Digital Age” by NAPCE Journal Editor Professor Noel Purdy, OBE

The recent Netflix documentary Inside the Manosphere by Louis Theroux has brought renewed public attention to a troubling digital ecosystem shaping the attitudes of boys and young men.

The documentary shines a light on what is not simply a fringe subculture but a network of influencers promoting hyper-masculinity, grievance and hostility towards women through online content that is often framed as self-help but grounded in domination and resentment.

This concern is not confined to documentary-making. The 2025 Netflix drama Adolescence similarly explored how online misogynistic narratives can shape identity and behaviour, particularly among teenage boys. While fictional, its themes resonate with growing evidence that digital cultures are influencing real-world attitudes in ways that policymakers can no longer ignore.

Nowhere is this intersection between online culture and offline harm more starkly visible than in Northern Ireland. A series of recent high-profile cases featuring violence against women and girls has served to expose both alarming immediate risks and worrying deeper structural/societal issues.

The murder of Natalie McNally in Lurgan in December 2022, killed while pregnant by her partner, Stephen McCullagh, and the very recent killing of Amy Doherty in Derry/Londonderry have become emblematic of a wider crisis.

Since 2020, around 30 women have died violently in Northern Ireland (which has a population of less than 2 million), most at the hands of men known to them. This has led to the recent claim by Secretary of State, Hilary Benn MP, that Northern Ireland is the part of the UK where it is “most dangerous to be a woman”.

While such claims are contested, the underlying data is deeply concerning. The Police Service of Northern Ireland responds to a domestic abuse call roughly every 16 minutes, and recorded rates of domestic abuse are consistently higher than in other UK regions. Clearly, these are not marginal differences but instead point to a greater systemic problem.

Policy responses in Northern Ireland have begun to take shape. The Executive’s Stopping Domestic and Sexual Violence and Abuse Strategy (2024–2030) sets out a cross-departmental framework focused on prevention, protection and justice.

Alongside this, the Ending Violence Against Women and Girls Strategic Framework signals a growing recognition that cultural change, not just criminal justice, must be part of the solution. Legislative developments have also been significant. The Domestic Abuse and Civil Proceedings Act (Northern Ireland) 2021 introduced a specific offence of domestic abuse, including coercive and controlling behaviour, aligning Northern Ireland more closely with other UK jurisdictions.

Yet despite these advances, there remains a gap between policy ambition and lived reality. Services remain under pressure, implementation is uneven, and crucially there has been limited integration of policy thinking around digital harms.

This is where the influence of the manosphere becomes particularly relevant. Online influencers who promote misogynistic worldviews are not operating in isolation. They are part of a broader cultural environment that can normalise disrespect, entitlement and hostility towards women. Evidence would suggest that algorithms further amplify this content, often pushing it towards younger (often male) audiences who lack the critical tools to interrogate it.

Senior figures in policing across the UK have warned of a growing “normalisation” of misogyny, with social media identified as a key driver. While causation is complex, the correlation between online narratives and offline attitudes is increasingly difficult to dismiss.

The policy challenge, therefore, extends beyond Northern Ireland. It raises fundamental questions for all UK and international jurisdictions about how to regulate digital spaces, support young people and prevent harm.

Some countries are already testing more assertive approaches. In Australia, the government has introduced age-based restrictions on social media access for under-16s, as part of a wider package of online safety reforms, though concerns have already been raised about the effectiveness of this intervention.

Spain has similarly moved to tighten regulation, focusing on raising minimum age thresholds, strengthening age verification and increasing platform accountability rather than introducing outright bans.

At Westminster, similar debates are gaining traction. The UK’s Online Safety Act represents a significant step towards holding platforms accountable, but questions remain about enforcement, scope and whether it goes far enough in addressing gender-based harms.

In Northern Ireland, there are early indications that education policy is beginning to engage with these issues. The Education Minister Paul Givan MLA has signalled concern about the impact of online content on young people, including misogynistic influences.

This opens an important avenue for intervention, but it has yet to be developed into a coherent, system-wide response.
What might such a response look like?

First, there is a need for policy integration. Strategies addressing violence against women and girls must explicitly engage with digital culture, recognising that prevention increasingly requires action in online as well as offline spaces.

Recent research (Growing Up Online in Northern Ireland) that I led in 2023 confirmed the disproportionate victimisation of girls.  Among 14–18-year-olds, for instance, girls were three times more likely than boys to be asked to send nude photos/videos of themselves, girls were more than twice as likely as boys to be sent inappropriate photos they didn’t ask for, and twice as likely to see or be sent pornography. Girls were also more likely than boys to see or be sent content promoting self-harm, eating disorders or suicide.

Second, education systems across the UK should embed critical digital literacy alongside relationship and sexuality education, but bans alone are not the answer. Restricting access may delay exposure, but it does not equip young people to deal with harmful content when they inevitably encounter it. What is needed is a stronger educational response.

Young people should be taught how algorithms shape what they see, how influencers monetise attention, and how to question messages about gender, power and relationships. Alongside this, education on respect, consent and equality is essential.

The aim is not to shield children and young people from the online world, as that is inherently futile, but to develop informed, critical and resilient users who can navigate it safely and responsibly.

Third, platform regulation must be strengthened. This includes not only removing illegal content, but addressing the algorithmic amplification of harmful material. There is now growing international pressure on social media companies in this area. Recent landmark cases in the United States have found companies such as Meta liable for designing addictive systems that push harmful content towards young users, with courts scrutinising features like infinite scroll and recommendation algorithms.

Alongside this, the UK’s Online Safety Act will require platforms to assess how their algorithms expose users to harm. However, enforcement remains key. Transparency about how content is promoted, and accountability for its impact, must become central to regulation.

Fourth, there must be a proactive effort to engage boys and young men. The allure or appeal of the manosphere lies partly in its provision of identity, belonging and simple answers to uncertainty. Countering it requires credible, positive alternatives. Programmes such as Beyond Equality work directly with boys in schools to challenge harmful norms and promote healthier masculinities.

Similarly, the White Ribbon Campaign engages men and boys as allies in preventing violence against women. These initiatives show that change is possible but they require sustained investment, scaling and integration into mainstream education and youth work right across the UK.

Finally, there is a broader cultural task. Violence against women and girls cannot be reduced to individual pathology; it reflects societal norms and power structures. Addressing it requires sustained leadership, cross-sector collaboration and a willingness to confront uncomfortable truths.

Northern Ireland’s experience is, in many ways, a warning signal. It highlights the consequences of failing to address violence, inequality and cultural attitudes in a joined-up way. But it also offers an opportunity: to develop integrated, forward-looking responses that recognise the evolving nature of harm in a digital age and aim to promote respect for everyone both on- and offline.
Professor Noel Purdy, OBE
Editor, Pastoral Care in Education (Journal)

ARTICLE: “Relational Practice as a System-Level Response to Emerging Pressures in Education” By Chris Tooley, Principal at The Netherhall School, Cambridge

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Relational Practice as a System-Level Response to Emerging Pressures in Education – By Chris Tooley, Principal at The Netherhall School, Cambridge

Purpose

This paper outlines a case for relational practice as a coherent, system-wide approach to pastoral care and school culture. It is offered for consideration and critique, particularly in light of increasing pressures on schools, shifting relationships with families, and constraints on resources.

The central proposition is that relational practice is not an “add-on” to pastoral systems, but a necessary organising principle for how schools operate under pressure.

Context: A System Under Strain

Schools are currently operating within a set of converging pressures that are both structural and relational in nature.

1. Increasing Complexity of Student Need

A growing proportion of students are presenting with experiences of trauma, attachment anxiety, and unmet developmental needs. These factors often manifest in behaviour that does not align with traditional expectations.

Where responses remain standardised and punitive, there is a risk of compounding the very difficulties schools seek to address, creating cycles of escalation rather than resolution.

2. Fracturing Relationships with Families

There is emerging evidence of a weakening relationship between schools and families, particularly around attendance and compliance.

• Persistent absence remains high (c.18%)
• Increased parental challenge and, at times, hostility toward schools
• Growing perception that institutional expectations do not reflect family realities

Research suggests this represents a “fundamental breakdown” in trust, requiring a significant shift in approach rather than incremental adjustment.

3. Resource Constraints and System Pressures

Despite recent funding increases, real-terms funding remains below 2010 levels. Schools face:

• Rising SEND demand and associated costs
• Increasing travel and provision pressures
• Difficult trade-offs between staffing, provision, and quality

In many cases, reductions disproportionately affect pastoral and support roles — those most closely aligned with vulnerable students.

The Limitation of Traditional Approaches

In this context, traditional behaviourist or compliance-driven models show increasing limitations:

• They assume behaviour is primarily a matter of choice rather than communication
• They rely on consistency of sanction rather than consistency of relationship
• They risk reducing complex human situations to procedural responses

This can lead to a system where:

• Students experience additional disconnection
• Families experience schooling as transactional
• Staff experience increasing emotional strain

Relational Practice: A Reframing

Relational practice offers a different starting point:

• Behaviour is understood as communication, often rooted in need
• Responses are developmental, not purely corrective
• The system prioritises connection, co-regulation, and repair

This represents a shift from “fixing students” to designing environments where positive behaviours can be learned, rehearsed, and sustained.

A Whole-System Model

For relational practice to be effective, it must operate coherently across four interdependent domains:

1. Philosophy

A shared understanding that:

• Behaviour is learned, not innate
• Responses must account for developmental and neurological factors
• Belonging is foundational to learning

2. People

Deliberate investment in staff through:

• Training in trauma-informed and neurodevelopmental approaches
• Building emotional literacy and de-escalation capability
• Prioritising psychological safety and staff wellbeing

Retention and recruitment are aligned to relational values, not just technical competence.

3. Policy

Alignment of systems and structures so that relational intent is visible in:

• Behaviour policies
• Communication with families
• Public-facing materials
• Environmental design and upkeep

Incoherence between stated values and policy undermines credibility.

4. Practice

The lived experience of the school through:

• Emotionally attuned interactions
• Rituals of connection (greetings, check-ins)
• Curiosity in moments of difficulty
• A consistent drive to repair relationships

Here, culture becomes visible in everyday decisions, especially under pressure.

The Role of Leadership

A critical insight is that relational culture cannot be delegated.

Leadership shapes:

• What is prioritised
• What is tolerated
• What is modelled in moments of pressure

Relational leadership is therefore not a style but a discipline, revealed most clearly when systems are strained.

In these moments, leaders demonstrate:

• How power is exercised
• Whether dignity is preserved
• Whether values hold when inconvenient

Implementation Considerations

Experience suggests that sequencing and coherence are critical:

• Changing practice without philosophy creates confusion
• Changing policy without people creates resentment
• Training without system alignment creates fragility

Successful implementation requires coordinated movement across all domains rather than isolated initiatives.

Implications for Pastoral Care

For pastoral systems, this reframing suggests:

• Moving from intervention-led models to environment-led models
• Positioning pastoral care as every adult’s responsibility, not a specialist function
• Rebuilding relationships with families through trust and collaboration, not compliance alone
• Protecting and prioritising relational capacity even under financial constraint

Questions for Consideration

This paper is intended to invite reflection and dialogue. Key questions include:

1. To what extent are current pastoral systems aligned with a relational model of practice?
2. How can schools sustain relational approaches under increasing resource pressure?
3. What role should national organisations play in supporting a shift toward relational systems?
4. How might policy frameworks better reflect the complexity of behaviour and relationships in schools?

Conclusion

The pressures facing schools are unlikely to diminish in the near term. In this context, relational practice is not a philosophical preference but a practical necessity.

It offers a way to:

• Rebuild trust with students and families
• Support staff in complex environments
• Maintain moral coherence under pressure

Ultimately, it reframes pastoral care not as a response to problems, but as the design of conditions in which fewer problems arise.

Chris would welcome feedback to the article, especially to any of the four questions in the Questions for Consideration section of the article.

Please send any comments, thoughts or questions to admin@napce.org.uk.

Chris Tooley is a confirmed speaker at the NAPCE ANNUAL CONFERENCE 2026 which takes place on 9^th October, 2026.

For information and to reserve tickets go to https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

AWARDS: National Awards for Pastoral Care in Education 2026 –  Less than 3 Weeks Left to Enter

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How to Nominate for the National Awards for Pastoral Care in Education 2026 – Less Than 3 Weeks Left to Enter

The National Awards for Pastoral Care in Education 2026, organised by National Association for Pastoral Care in Education, are now open for nominations—offering a valuable opportunity to celebrate the exceptional individuals, teams, and organisations making a real difference to the lives of young people.

The nominations window closes on Tuesday 12th May 2026 and will recognise outstanding pastoral care practice during the 2025–26 academic year. Whether you are a colleague, leader, student, or community member, you are encouraged to put forward those whose work deserves recognition.

Award Categories

There are a wide range of categories to reflect the breadth and impact of pastoral care:

• Pastoral Development of the Year
  Recognising initiatives or ideas that have improved learning experiences and future life chances.

• Pastoral Member of Staff of the Year
  For individuals who consistently go above and beyond to support young people.

• Pastoral Team of the Year
  Celebrating teams demonstrating commitment and measurable positive impact.

• Raising Awareness about Pastoral Care
  For those who have promoted awareness and driven improvements in pastoral care.

• International Contribution to Pastoral Care
  Honouring schools, organisations, or individuals outside the UK delivering high-quality pastoral care.

• Outstanding Contribution to Pastoral Care
  Recognising significant and lasting impact on young people.

• Pastoral Leader of the Year
  For inspirational leaders who motivate others and champion pastoral care.

• Effective Pastoral Care to Support Transition
  For collaborative work ensuring smooth transitions between educational settings.

• 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

In addition, three special honours may be awarded at NAPCE’s discretion:

• Special Recognition Award

• Lifetime Achievement Award

• The Edith Hanko Award for Outstanding Pastoral Care for SEND Learners – Celebrating exceptional support for learners with SEND.

How to Submit a Nomination

Submitting a nomination is simple:

• Complete the official entry form via the NAPCE Awards 2026 – Entry Form

You will be asked to provide:

• Your name and role (as the nominator)

• The nominee’s name and role (or organisation name)

• Up to 500 words of supporting evidence

Self-nominations are welcome, and anyone able to provide clear evidence can submit a nomination.

Writing a Strong Nomination

Your submission should:

• Clearly address the criteria for the chosen category

• Demonstrate impact on learners’ wellbeing, learning experience, and future life chances

• Provide specific examples of high-quality pastoral care

• Stay within the 500-word limit

Additional materials such as photos or links are not required unless requested by judges.

Please ensure that nominees are aware of their nomination and that accurate contact details are provided.

Judging Process

All nominations will be reviewed by independent professionals with expertise in pastoral care. Submissions will be anonymised and judged solely on the quality of evidence provided, not the number of nominations received.

Judges will be particularly interested in:

• The difference pastoral care has made to young people

• Evidence of meaningful and measurable impact

• Examples of best practice

Key Dates

• Closing date for nominations: Tuesday 12th May 2026

• Judging completed: By the end of June 2026

• Finalists announced: Via NAPCE social media and newsletter

• Awards Ceremony: Friday 10th October 2026

The presentation event will take place at the Graeme Hick Pavilion, Worcestershire County Cricket Ground, in Worcester.

Winners in each category will receive:

• A commemorative plaque

• £100 prize

• A NAPCE winner’s badge

All finalists will receive a certificate recognising their achievement.

Why Nominate?

These awards are an important opportunity to:

• Celebrate excellence in pastoral care

• Share and promote effective practice

• Recognise the dedication of professionals supporting young people

NAPCE will also share examples of best practice from nominations in its monthly newsletter following the awards.

Stay Informed

For further information, visit www.napce.org.uk or contact NAPCE at admin@napce.org.uk. You can also request to join the mailing list for the free monthly newsletter.

Latest News

NAPCE is also planning a Wales Symposium, following successful events across the UK. This will take place at Ebbw Fawr Learning Community (Secondary Phase Campus) in Ebbw Vale on Tuesday 9th July 2026. The event will feature a guest speaker and a “Pastoral Question Time” panel exploring current issues in pastoral care.

More details will be shared soon via the NAPCE newsletter and website.

Now is the time to recognise and celebrate the individuals and teams whose work is transforming lives through outstanding pastoral care.

AWARDS: NAPCE Announces New Member of Awards Judging Panel

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NAPCE is pleased to announce another judge for the National Awards for Pastoral Care in Education 2026. 

Introducing Dr Michael Jones.

Dr Jones will join an esteeming panel of independent judges who will preside over the judging of entries into the annual event.

Dr Michael Jones is Chair of the Education Working Group of the British Chamber of Commerce in South China (BritChamSC), and is a co-founder of Learning and Wellbeing Support (LAWS) a community of practice dedicated to understanding mental health in education.

In his professional life, Dr Jones serves as Executive Manager of Professional Learning and Development for ISA International Education Group.

He completed his doctoral research in education with the University of Liverpool. In 2008 Dr Jones co-founded a non-profit online learning platform, providing free English language learning services to less-fortunate communities across Eastern Europe and Asia. The platform served students through video lessons and interactive assessment systems, for which Dr Jones was the lead designer and developer. The website registered over ten thousand student users.

He will be bringing his experience and expertise to the judging process which takes place after the closing date for nominations on 12^th May, 2026.

For more information and the nomination form click here NAPCE Awards 2026 – Entry Form

Spend a few minutes making your nomination today to recognise and value good practice in pastoral care in education.

REPORT: Sold Out NAPCE Spring Online Conference Hailed “A Great Success”

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A REPORT – Sold Out NAPCE Spring Online Conference Hailed “A Great Success”

The evening provided an opportunity to listen to experts sharing their experience and expertise, and to discuss an area of growing importance for staff working in pastoral roles in educational settings.

The keynote presentation was delivered by Dr Rohan Jowallah. Dr Jowallah’s research interests have focused particularly on issues relating to inclusion, online learning, beducate literacy, and social justice. He has international experience, having taught in Jamaica, England, and the USA within the public education system.

The presentation highlighted that Artificial Intelligence (AI) is a support tool, not a replacement, and that human interaction remains an important part of the education process. He encouraged educationalists to be aware of the risks of ‘blurred reality’ and unhealthy relationships with AI, but also pointed out the potential benefits it offers as an early warning system for pastoral care and support for learners. He emphasised that educational settings need to ensure they have clear AI policies in place so they can remain resilient to future developments.

Phil Jones, National Chair of NAPCE, commented that the presentation offered a fascinating and, in some ways, a frightening view of the future for education and for staff working in pastoral roles.

The presentation was followed by a ‘Question Time’ discussion, with Dr Jowallah joined on the panel by Assistant Professor Mark Diacopoulos from Pittsburgh State University in the United States; Dr Nicole Ponsford, CEO of Global Equality Collective; Charlie Walker, Chief of Staff at CompliMind; Richard Human, Head of AI at Globeducate; and Luke Ramsden, Senior Deputy Headteacher at St Benedict’s School, Ealing.

Some of the questions discussed by the panel included:
• Should we be excited or worried about the impact of Artificial Intelligence on education?
• Is inclusion in schools achievable, or simply an aspiration to work towards?
• How do we motivate and engage children and young people in education in the 21st century?
• Is the internet a barrier that prevents children and young people from having a sense of belonging?

Excellent guidance and advice were provided by the panel in response to these questions.

Future NAPCE events planned for 2026 include the Northern Ireland Symposium on 23rd June in Belfast, the Wales Symposium on 9 July in Ebbw Vale, and the NAPCE Annual Conference, ‘Inclusion and Belonging in Education’, in Worcester on 9th October.

Details and information on how to book places for NAPCE events can be found at www.napce.org.uk, or by emailing the NAPCE admin team at admin@napce.org.uk.

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Raising Awareness About Pastoral Care Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this sixth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Raising Awareness About Pastoral Care” category, which was sponsored by the Association of School and College Leaders (ASCL).

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.
Raising Awarenesss About Pastoral Care Award Criteria

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 Winner

The winner of this award in 2025 was Caroline Allams,  Natterhub. 

Caroline Allams is the co-founder of Natterhub. Having spent many years as a pastoral lead and educator in the UK and around the world, Caroline saw how technology, and our relationship with tech, could impact and provide potential risk for both children’s mental health and their social and emotional development. Natterhub is an online safety platform specifically designed for primary-aged children. It provides educators with curriculum-aligned, ready-to-teach, scenario-based interactive lessons aimed at supporting children’s social and emotional development. These lessons help pupils build resilience and critical thinking skills, essential for thriving in online spaces that will support children far beyond the end of their primary years.

Natterhub offers a much-needed positive role model of digital communication whilst raising awareness of self-protection.  Natterhub’s lessons incorporate scenarios, quizzes, and polls to promote practical learning – ‘learning through doing’. Children can practise their digital skills in a safe environment. Through age-appropriate activities and discussions with peers, pupils learn to problem-solve and think critically about situations, important for digital interactions but also the foundations for real-world readiness.  The platform is now available for free, a change from its previous low-cost subscription model. This means that primary schools around the world can now provide impactful digital citizenship education to teachers at no cost. Natterhub is supporting almost 13K schools in 85 countries.

The finalists in this category in 2025 were.

John Wallis Church of England Academy in Ashford, Kent.

The John Wallis Church of England Academy is a Smartphone Free Academy. Pupils cannot access their smartphone or digital devices (ear pods/phones, smart watches) whilst they are on the school site. The John Wallis Church of England Academy is now considered to be a leading voice in the national debate surrounding children’s mental health and well-being. They ensure a safe, focused, and conducive learning environment for all pupils.

The Pioneering work at The John Wallis Church of England Academy in Ashford received praise in the Houses of Parliament at the second hearing of the ‘Protection of Children (Digital Safety and Data Protection) Bill’.If you walk around the halls of the Academy, or the classrooms, even break times and lunchtime – the students are actively engaging with each other: talking, playing, laughing and communicating. The policy has also sparked a cultural shift beyond the school gates, with many parents reporting they have noticed positive changes in their children’s behaviour at home, with reduced screen time and greater family engagement.

Chris Tooley, The Netherhall School and Oakes College, Cambridge

Chris Tooley is a visionary leader whose unwavering belief in compassion, inclusion, and respect has transformed pastoral care at Netherhall School. Since joining the school in 2014, Chris has consistently championed the idea that every student, regardless of background or circumstance, deserves access to high-quality education and meaningful support. His values are grounded in unconditional positive regard, and he has shaped our core school ethos around being Inclusive, Individual, and Inspiring.
Chris has never compromised on the importance of pastoral provision. In fact, he has embedded it at the heart of our school culture, proving that strong care and support are not optional but essential to student success.  Under Chris’ leadership, the pastoral offer at Netherhall has grown in both scope and impact. He introduced vertical tutoring, giving tutor groups a family feel and allowing staff to focus on individual year group needs more effectively.

Recognising the increasing complexity of students’ lives, he expanded both the pastoral and behaviour support teams, ensuring there are more dedicated professionals on hand to provide timely, effective care.  Chris is a driving force for innovation. He led the development of ALVIN, our online learning platform, which ensures students with medical needs can still access live lessons and remain connected to the school community. Chris champions a needs-led model of pastoral care, underpinned by relational approaches and whole school nurture. He has a real passion to bring about systemic change, and through raising awareness across our multi-academy trust (Anglian Learning), the relational ethos is now being embedded across all the 18 academy schools, who are now adopting relationship-focused models with great effect. His leadership in pastoral care is nothing short of exceptional.

Lisa Irvine, All Saints catholic School, Dagenham

Mrs Lisa Irvine has been a passionate advocate for pastoral care throughout her distinguished 20-year career in secondary education. Her dedication has not only transformed individual lives but has also raised the profile and importance of pastoral care across the school community, making it a core pillar of support and compassion for all students.  Years before the issue reached national headlines, Lisa recognised the silent crisis of period poverty among pupils in her school. She took decisive and compassionate action, securing free sanitary products for girls in need, ensuring they could attend school with dignity, confidence, and without shame.

During the COVID-19 pandemic, Lisa was pivotal in ensuring that wellbeing and mental health support extended beyond the school walls and reached every family in need. She coordinated a network of care that included access to counselling, regular check-ins, and tailored support packages, many of which have been maintained long after the pandemic’s peak. Her leadership in this area ensured that families facing uncertainty and hardship were not left to cope alone.  Lisa’s vigilance and compassion extend to every child, especially those who might otherwise go unnoticed. She has worked relentlessly to secure food support and emergency interventions for pupils and families who may not be flagged through traditional systems, ensuring no child is ever left behind or forgotten. Her proactive approach means that help often reaches those who need it before they even have to ask.

Highfield and Brookham School, Liphook

Highfield and Brookham School has placed a strong emphasis on enhancing pupil wellbeing by expanding and enriching its outdoor spaces. Rooted in a belief that nature plays a vital role in fostering emotional resilience and happiness, the school has transformed under-utilised areas into vibrant, purposeful wellbeing zones that reflect the voice and needs of the children. A standout project has been the redevelopment of the former pond area near the prep school science labs into a dedicated wellbeing space, co-designed by the school’s Pupil Council. This little-used area has been brought back to life as a tranquil retreat, where children are encouraged to relax, chat and connect with one another during breaktimes. With its serene setting and calming environment, the space is already having a significant impact on pupils’ emotional health and peer relationships.

Empowering pupils to shape their own environment and wellbeing experience has been a central theme at Highfield and Brookham. In addition to its work on outdoor spaces, pupils have also been instrumental in a whole-school behaviour review. Their contributions led to the development of a pupil-friendly behaviour policy, ensuring that expectations are not only clear and accessible but also co-owned by the children themselves. This policy further reinforces the school’s commitment to embedding pupil voice in strategic school decisions, something which leaves the pupils feeling valued and listened to which, in turn, promotes positive mental health.

Further strengthening our inclusive community ethos, a group of pupils has formed a maintenance support team. Meeting fortnightly with the school’s maintenance manager, these children have a hands-on role in caring for the school grounds. This initiative fosters a sense of pride, belonging and practical skill-building, while also promoting inter-generational learning and collaboration across roles within the school.

NAPCE Awards 2026 – ENTRY NOW OPEN

The nominations for the National Awards for Pastoral Care in Education 2026 are now open and the deadline to make a nomination is Tuesday 12^th May.

Take a few minutes to make a nomination to share good practice in pastoral care in education and recognise and value contributions made to supporting leaners and the difference that effective pastoral care makes to the learning experience of children and young people.

Details about the categories for the awards the nominations form can be found here NAPCE Awards 2026 – Entry Form 

LEAD ARTICLE: “The Importance of RSHE in an International School” by NAPCE NEC Member Jason Sannegadu

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“The Importance of Relationships, Sex and Health Education” by NAPCE NEC Member Jason Sannegadu

If you were to ask pupils about their favourite lessons, PSHE (Personal, Social, Health Education) or RSHE (Relationships, Sex and Health Education) might not immediately come to mind. Yet, as both a teacher and senior leader, I see firsthand how essential this discrete subject is within the curriculum. RSHE supports pupils not only as they navigate immediate challenges, but also as they prepare for adulthood and life beyond school. In the UK, the profile of this subject has risen significantly over the past few decades, supported by organisations such as the PSHE Association and NAPCE, alongside a growing body of research evidencing its importance.

The All-Party Parliamentary Group on Mental Health (2015), in its Inquiry into Parity of Esteem for Mental Health, recommended that mental health education form a core part of the PSHE curriculum to promote wellbeing and resilience and prevent mental health problems from developing. Research from SHEU (2015) and the Cabinet Office (2015) identified poor mental health as a key emerging risk for young people. These findings reinforce what many of us see daily: preventative education matters.

This provision is particularly important post-16. Students at this stage experience greater independence, and we have a duty to ensure they are equipped to manage complex challenges. At the beginning of this term, I worked with Year 12 to review the planned curriculum and gather their feedback. They identified healthy relationships, particularly consent, as priorities. Together, we mapped out the challenges they might face during Year 12 and structured the term accordingly, beginning with relationships. Each lesson concludes with clear takeaways, offering practical strategies to manage issues such as stress.

If we as educators do not provide structured education on relationships, sex and health, then who will?
Statutory guidance reinforces this responsibility. Keeping Children Safe in Education (DfE, 2025) emphasises that schools play a crucial role in preventative education, highlighting the importance of teaching pupils about safeguarding risks and wellbeing through a planned and structured curriculum, often delivered through RSHE or PSHE.

For colleagues overseeing or delivering RSHE, regular review is essential. This might include seeking feedback from students and staff, working with pastoral and safeguarding teams to identify emerging trends, evaluating impact, collaborating with parent representatives, and implementing and reviewing changes. This helps ensure that the curriculum remains relevant for the context of your school.

Within an international school context, this responsiveness becomes even more important. The curriculum should safeguard and promote wellbeing while building emotional literacy and resilience. A spiral curriculum is essential, but so too is sensitivity to cultural contexts, awareness of local legislation, and meaningful collaboration with parents.

Termly letters outlining content and offering guidance on supporting conversations at home are incredibly helpful and valuable to parents. For example, how can parents support safe online behaviours? Do they know who their child is communicating with? Would they feel confident  enough to report cyberbullying? How can they have sensitive conversations with their children?

One emerging safeguarding consideration is the rapid rise of AI chatbots and companion apps designed to simulate relationships through human-like conversation. By 2025, more than 100 such platforms were available globally. Many lack robust age-verification mechanisms and, while often marketed as tools offering emotional support or entertainment, they can expose young people to harmful content and distort perceptions of relationships and consent.

The Australian eSafety Commissioner identifies key risks including exposure to dangerous concepts, emotional dependency, unhealthy attitudes towards relationships, heightened vulnerability to exploitation, and the compounding of bullying behaviours.

This trend is not simply another digital concern; it illustrates why RSHE must remain dynamic and responsive. If our curriculum is truly preventative, it has to respond to the challenges that students are facing. Reviewing emerging technologies, analysing their potential impact on relationship norms, and integrating these discussions into E-safety and healthy relationships education is essential. Equally, keeping parents informed through safeguarding updates or workshops strengthens our collective response. Rather than reacting to incidents, a forward-thinking RSHE programme anticipates change and equips students with the critical literacy needed to navigate it confidently and safely.

Research by Rudoe and Ponsford (2024) suggests there is limited research into parents’ perceptions of school-based RSHE and how effectively schools communicate about it. Parents’ conversations with their children about relationships and sex remain under-researched. Many parents express embarrassment or feel underprepared to discuss these topics confidently. This highlights the importance of genuine partnership rather than one-way communication.

At my school, we are planning a workshop to explore the RSHE curriculum across key stages and to model some of the activities we use. For Sixth Form parents, this provides an opportunity to discuss how we approach topics such as consent and how we prepare students for university and independent living. In international schools, parents may also worry about children studying overseas, away from support networks. Such forums create space to share hopes and concerns and to work collaboratively in supporting young people through stress, transition and independence.

Ultimately, RSHE remains an essential part of the curriculum, but its effectiveness depends upon collaboration. When schools involve parents and stakeholders in planning, reviewing and delivering the curriculum, they strengthen trust and shared understanding.

Preventative education cannot be delivered in isolation; it requires alignment between school, home and safeguarding practice. RSHE is not an add-on to academic provision — rather, it helps students to thrive. If we want young people to flourish beyond school, then a strategic, responsive and collaborative RSHE curriculum must remain central to our work.

Key Questions for Reflection

• What is the vision of your RSHE curriculum, and why is it important?
• How effectively are stakeholders involved in its implementation and review?
• What role do parents play, and how are they being equipped to support discussions at home?
• How is your school communicating emerging safeguarding trends to the wider community?

Jason Sannegadu
NAPCE NEC Member

FREE EVENT: NAPCE FREE Spring Online Conference 2026 – The Impact of AI on Pastoral Care in Education – BOOK NOW

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NAPCE FREE Spring Online Conference 2026 – The Impact of Artificial Intelligence on Pastoral Care in Education – BOOK NOW

The National Association for Pastoral Care in Education’s Spring Online Conference 2026, focusing on the timely and important theme: “The Impact of Artificial Intelligence on Pastoral Care in Education”, is just weeks away.

And tickets for the event, on 16th April, 2026, are FREE.

As artificial intelligence continues to shape the future of education, it is a topic that no educator can afford to ignore. Recent updates in Keeping Children Safe in Education have highlighted the growing relevance of AI, reinforcing the need for schools and colleges to understand both its opportunities and challenges.

With less than one month to go, this is a timely opportunity to engage with one of the most rapidly evolving areas in education. Places are limited and previous NAPCE online events have filled quickly—early booking is now essential to avoid disappointment.

Join the Conversation

This free online event will take place on:

• Date: Thursday 16th April 2026
• Time: 7:15pm (UK time)
• Venue: Online (joining link sent to ticket holders)

Whether you are a pastoral leader, teacher, student, or simply interested in the future of education, this event offers a valuable opportunity to engage with the latest thinking in this fast-moving field.

Guest Speaker

The conference will feature a keynote address from Dr Rohan Jowallah, a globally recognised educator, researcher, and instructional innovator.

With over 30 years of experience across the Caribbean, England, and the United States, Dr Jowallah’s work sits at the intersection of pedagogy, technology, and inclusion. He is widely known for his commitment to ensuring that the development of AI in education remains ethical, inclusive, and centred on human values.

His keynote presentation will explore:
“The Opportunities and Challenges of Artificial Intelligence.”

Conference Aims

The event will provide an opportunity to:

• Share perspectives on the opportunities and challenges presented by AI
• Explore the potential impact of AI on future educational policy and practice
• Consider how AI may influence pastoral care and support for learners
• Highlight effective practice in pastoral care
• Discuss current issues affecting education and student wellbeing

What to Expect

Delegates will benefit from:

• A keynote presentation from an international expert
• Insight into current and emerging issues
• Opportunities to share and reflect on good practice
• A live “Pastoral Question Time” panel discussion

Programme Highlights

• 7:15pm – Welcome from Phil Jones, National Chair of NAPCE
• 7:20pm – Keynote Address: Dr Rohan Jowallah
• 7:50pm – Questions and discussion
• 8:00pm – Pastoral Question Time Panel

Panel contributors include:

• Mark Diacopoulos, Pittsburg State University (USA)
• Nicole Ponsford, CEO, Global Equality Collective
• Charlie Walker, Chief of Staff, CompliMind
• Sam Human, Head of AI at Globeducate
• Samantha Marsden, author and teacher

Book Your Free Place Now

Free tickets and further details are available via Eventbrite:
https://NAPCEONLINE26.eventbrite.co.uk

• Places are limited to just 100 delegates
• Demand is high and tickets are expected to go quickly

Don’t Miss Out

With the event fast approaching, now is the time to secure your place. This promises to be an engaging and thought-provoking evening, offering practical insight into how artificial intelligence is already influencing pastoral care—and what it could mean for the future.

Join colleagues from across the sector for an evening of discussion, reflection and shared learning—just don’t leave it too late to book.

Any questions? Please contact admin@napce.org.uk

AWARDS: National Awards for Pastoral Care in Education 2026 –  How to Make a Nomination

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How to Nominate for the National Awards for Pastoral Care in Education 2026

The National Awards for Pastoral Care in Education 2026, organised by National Association for Pastoral Care in Education, are now open for nominations—offering a valuable opportunity to celebrate the exceptional individuals, teams, and organisations making a real difference to the lives of young people.

The nominations window closes on Tuesday 12th May 2026 and will recognise outstanding pastoral care practice during the 2025–26 academic year. Whether you are a colleague, leader, student, or community member, you are encouraged to put forward those whose work deserves recognition.

Award Categories

There are a wide range of categories to reflect the breadth and impact of pastoral care:

• Pastoral Development of the Year
  Recognising initiatives or ideas that have improved learning experiences and future life chances.

• Pastoral Member of Staff of the Year
  For individuals who consistently go above and beyond to support young people.

• Pastoral Team of the Year
  Celebrating teams demonstrating commitment and measurable positive impact.

• Raising Awareness about Pastoral Care
  For those who have promoted awareness and driven improvements in pastoral care.

• International Contribution to Pastoral Care
  Honouring schools, organisations, or individuals outside the UK delivering high-quality pastoral care.

• Outstanding Contribution to Pastoral Care
  Recognising significant and lasting impact on young people.

• Pastoral Leader of the Year
  For inspirational leaders who motivate others and champion pastoral care.

• Effective Pastoral Care to Support Transition
  For collaborative work ensuring smooth transitions between educational settings.

• 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

In addition, three special honours may be awarded at NAPCE’s discretion:

• Special Recognition Award

• Lifetime Achievement Award

• The Edith Hanko Award for Outstanding Pastoral Care for SEND Learners – Celebrating exceptional support for learners with SEND.

How to Submit a Nomination

Submitting a nomination is simple:

• Complete the official entry form via the NAPCE Awards 2026 – Entry Form

You will be asked to provide:

• Your name and role (as the nominator)

• The nominee’s name and role (or organisation name)

• Up to 500 words of supporting evidence

Self-nominations are welcome, and anyone able to provide clear evidence can submit a nomination.

Writing a Strong Nomination

Your submission should:

• Clearly address the criteria for the chosen category

• Demonstrate impact on learners’ wellbeing, learning experience, and future life chances

• Provide specific examples of high-quality pastoral care

• Stay within the 500-word limit

Additional materials such as photos or links are not required unless requested by judges.

Please ensure that nominees are aware of their nomination and that accurate contact details are provided.

Judging Process

All nominations will be reviewed by independent professionals with expertise in pastoral care. Submissions will be anonymised and judged solely on the quality of evidence provided, not the number of nominations received.

Judges will be particularly interested in:

• The difference pastoral care has made to young people

• Evidence of meaningful and measurable impact

• Examples of best practice

Key Dates

• Closing date for nominations: Tuesday 12th May 2026

• Judging completed: By the end of June 2026

• Finalists announced: Via NAPCE social media and newsletter

• Awards Ceremony: Friday 10th October 2026

The presentation event will take place at the Graeme Hick Pavilion, Worcestershire County Cricket Ground, in Worcester.

Winners in each category will receive:

• A commemorative plaque

• £100 prize

• A NAPCE winner’s badge

All finalists will receive a certificate recognising their achievement.

Why Nominate?

These awards are an important opportunity to:

• Celebrate excellence in pastoral care

• Share and promote effective practice

• Recognise the dedication of professionals supporting young people

NAPCE will also share examples of best practice from nominations in its monthly newsletter following the awards.

Stay Informed

For further information, visit www.napce.org.uk or contact NAPCE at admin@napce.org.uk. You can also request to join the mailing list for the free monthly newsletter.

Latest News

NAPCE is also planning a Wales Symposium, following successful events across the UK. This will take place at Ebbw Fawr Learning Community (Secondary Phase Campus) in Ebbw Vale on Tuesday 9th July 2026. The event will feature a guest speaker and a “Pastoral Question Time” panel exploring current issues in pastoral care.

More details will be shared soon via the NAPCE newsletter and website.

Now is the time to recognise and celebrate the individuals and teams whose work is transforming lives through outstanding pastoral care.

EVENT: NAPCE AGM to take place on 28th March, 2026 – Details Released

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The NAPCE Annual General Meeting – 28th March, 2026 – Meeting Details 

The 2026 Annual General Meeting for the National Association for Pastoral Care takes place on Saturday 28^th March at 1-00pm at the Institute of Education, 20 Bedford Way, London.

Members will be able to attend to hear reports about NAPCE’s work in the last year and plans for the future. Any member who would like to join us for the meeting should email events@napce.org.uk to register your interest in attending to be sent an agenda and other information.

A copy of the Chair/Secretary report that will be presented at the meeting is published below and other documents will be sent to members attending ahead of time.

Chair/Secretary Report 2025/26 for The National Association for Pastoral Care in Education (NAPCE) AGM March 2026

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 Committee 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 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

The strategic aims during this period have been.

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 a have positive role in a changing educational world.

These strategic aims have been achieved because of the hard work and contributions made by the National Executive (NEC), Editorial Board (EB), NAPCE Admin support, NAPCE members and people who support the work of the Association. In recent years, the Association has adapted to changing situations and been successful in responding to these challenges. The NEC and EB have taken advantage of opportunities to promote NAPCE online and to return to live events and face to face meetings. This ensures that NAPCE is taking advantage of all opportunities to raise awareness about its work and to engage people in supporting the aims of the Association.

The NEC along with members of the EB have had discussions this year about the future strategic direction of the Association. Discussions have focused on the values, purpose, mission and vision for the future of the Association. Suggestions for the principles of the Association are.

• To promote the theoretical study of pastoral care in education through the journal.
• To liaise with other organisations who have similar objectives.
• To disseminate good practice in pastoral care in education.
• To promote the education, training of those engaged in pastoral care.

The discussions are exploring the strategies that will support the association to achieve these principles and what actions can be taken to develop and implement the future strategic plans for the Association. The NEC plans to continue with these discussions and encourage members to contribute and share their views and ideas.

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 and Francis. They are an important partner in the future development of NAPCE which provides a regular income, from the publication of the Journal to ensure the financial stability of the Association. Professor Noel Purdy continues as the editor of the Journal and is assisted by Associated Editors, Caron Carter, Amanda Hatton and Mark Shields provides the administrative support for the Journal. James Coggins continues to be the Association’s contact with Taylor and Francis and his support and guidance is appreciated by the NEC and EB. The reputation of the Journal continues to grow with an encouraging quantity and quality of articles submitted for publication

NAPCE organised several events in the last year. These included an online conference in March. The title for the event was, ‘Why we need pastoral care in education. Supporting the well-being and mental health of children and young people’. The guest speaker was Dr Louise Jones who talked about supporting the wellbeing and mental health of children and young people. A “Pastoral Question Time” followed the presentation.

On the 23^rd of June, NAPCE organised a Symposium in Belfast with the title ‘Building Resilience in Schools. Supporting Pupil and Teacher Wellbeing’. The event was very well attended with all tickets sold out. The first NAPCE Wales Symposium took place on 1^st July, hosted by Ebbw Fawr Learning Community, the Pastoral School of the Year in the 2024 National Awards for Pastoral Care in Education organised by NAPCE. The title for the event was ‘Why we need pastoral care in education. High Achievement and Personal Development’. The First Speaker was NAPCE National Chair. Phil Jones, who talked about how to support the academic progress and personal development of all learners. He was followed by Charlotte Hopkins, Chair of trustees for ‘BulliesOut’ and Director of Kinbee who spoke about empowering and inspiring children and young people. The event finished with an ‘Education Question Time’ with delegates asking questions for an invited panel of guests to answer. The panel included Melanie Thomas, Headteacher, Ebbw Fawr, Learning Community, Oribi Davies, Director of the Inclusion Hub, Friern Barnet School and Charlotte Hopkins, Chair of Trustees for ‘BulliesOut’ and Director of ‘Kinbee’.

NAPCE organised its Annual Conference in Worcester on Friday 10^th October at the Worcestershire County Cricket Ground. The conference sponsored by Pupil Pathways had the title ‘Why we need pastoral care in education. Sharing Good Practice’. Keynote presentations were made by Brendon Nell from Pupil Pathways, who talked about Supporting Transition, Humphrey Walters, who talked about Inspiring people to achieve, Dr Sue Roffey, who gave a presentation about Growing Great Schools Worldwide, ‘ASPIRE to a Love of Learning’, and Michelle Bomber who provided a presentation with the title, ‘Know me to teach me’. Good practice in pastoral care was shared through presentations by Sam Coton from ‘Better Me Better You’, Alice Barker, Assistant Principal, Carr Manor Community School, Zoe Ali, Deputy Headteacher, Thornhill Community Academy, and Louisa Pritchard, Principal, at Bristnall Hall Academy. In November NAPCE was invited to attend and have a display stand at Attachment Research Community (ARC) Annual Conference. In December NAPCE was invited to attend the University of Worcester Educators Climate Summit.

The events and activities organised by NAPCE raise awareness about the Association and share good practice in pastoral care in education The table below is an analysis of the 2025 NAPCE events and demonstrates how they have enabled professionals with an interest in pastoral care and education support for learners to engage and support the work of the Association.

Analysis of NAPCE EVENTS 2025

Countries – UK, USA, Nigeria, Cyprus, Singapore, Kuwait, Germany, Hong Kong, South Korea, China, Switzerland

Towns – Belfast ,Ipswich, Birmingham, Evesham, Craigavon, Bristol, Wimborne minster, Walton on Thames, Walsal, Twickenham, Taunton, Stoke on trent, Sheffield, Solihull Rugely, Romford, Peterborough, Pinner, Louth, Nuneaton, Hackney, Glasgow, Enniskillen, Dudley, Canterbury, Barking, Derby, Crook, London, Salford, Downpatrick. Barnsley, Burnley, Blackpool, Nottingham, Fulham, Ilford, Lewisham, Lichfield.

The campaign launched by NAPCE in 2025, ‘Why We Need Pastoral Care in Education’ was a focus for events and activities in the year. NAPCE in common with other providers of educational conferences and professional development events has found it challenging to attract delegates to attend.

Schools and other educational organisations are reluctant to allow staff to attend conferences and events and professionals are reluctant to attend in their own time. NAPCE invested in the National Conference on paid presenters and speakers to attract delegates. There is a focus on schools providing professional development opportunities for teachers in the new Ofsted inspection framework so it is hoped that this will have a positive impact on professionals being able to attend events. The Annual Conference and other events organised by NAPCE are an important opportunity to raise the profile of the Association and to interact with professionals with an interest in pastoral care.

The Association organised the ‘National Awards for Pastoral Care in Education’ for the sixth year in 2025 This is an important initiative to raise awareness about NAPCE and to engage with more people who share an interest in pastoral care in education. It has become an important part of the education calendar which was demonstrated by the number of nominations increasing for the 2025 Awards. We continue 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. The Presentation Event took place in Worcester in October at Worcestershire County Cricket Club. Awards were presented to the winners selected by the judging panel. A huge thank you to Susana Cervera, Anne Jones, and Iain Johnson for their work to make the awards and the presentation event an enormous success. Thank you to Noel Purdy, Anne Emerson, Margaret Mullholland, Caron Carter, Andrew Wright and Jill Robson, for judging the nominations. Nominations have opened for the 2026 awards.

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 2026. The conference which took place in Manchester was sold out and NAPCE contributed with Phil Jones representing NAPCE and Anne Jones from the admin team being available on the NAPCE display to talk to delegates and tell them about the work of the association.

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

The National Executive Committee has planned a busy calendar of NAPCE events for 2026.

Dates for 2026 

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 continues to develop partnerships with organisations with similar interest and values. Partner organisations include.

Some partnerships are well established and others are being developed. The partnerships provide opportunities for NAPCE to network with organisations with similar values and to share ideas and expertise.

The increase in contact with NAPCE administration by email and telephone has continued this year and demonstrates how NAPCE has raised its profile. 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 social media platforms encourages the sharing of good practice in pastoral care and discussion and debate about current pastoral issues.

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 the 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 and Editorial Board. 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. Dean Hassan has taken over responsibility for managing the NAPCE website. This increased interaction has seen more interest, in membership of the Association. Increasing the membership of the association continues to be a priority for the National Executive Committee.

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. The NEC welcomes suggestions about how to raise awareness, of the work of NAPCE, and any views or opinions from our members about future developments in policy and practice in pastoral care in education. NAPCE as a charity follows the guidance and advice of the Charities Commission to ensure that it has good governance and that decisions are made in the best interest of achieving the aims of the Association. Thank you to all members of the National Executive Committee, Editorial Board, Anne Jones, Communication Administrator, Susana Cervera, Meetings and Events Administrator, Iain Johnson at Noise PR, Mark Shields, for administrative support for the Journal, Dean Hassan for his work with the website and James Coggins and his colleagues at Taylor and Francis, for your support, contributions, energy, and ideas this year. NAPCE continues to raise its profile in the educational world and to make a positive contribution to the sharing of good practice and developing effective policy and practice, in pastoral care in education.

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

EVENT: NAPCE Annual Conference – New Guest Speaker Announced

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Daniel Machin Confirmed as Speaker for the NAPCE Annual Conference 2026

The National Association for Pastoral Care in Education is delighted to announce that Daniel Machin, Principal of Queen Ethelburga’s Collegiate, has been confirmed as a keynote speaker for the NAPCE Annual Conference 2026.

Daniel leads one of the UK’s most highly regarded co-educational independent schools, recognised as ISA Senior School of the Year and The Times Northern Independent School of the Year for Academic Excellence. His conference presentation, titled “Pro-active Pastoral Care Across Cultures: Meeting the Needs of Overseas Students”, will explore how schools can effectively support diverse student communities through inclusive and forward-thinking pastoral care.

An Experienced Voice in Educational Leadership

A graduate of the University of Hull and the University of Warwick, Daniel Machin brings over twenty years of experience in education. His career has spanned a range of senior leadership roles, including Head of Sixth Form, Head of Senior School and Vice Principal, before becoming Principal.

Throughout his career, he has developed extensive expertise in both strategic leadership and day-to-day school operations, with a strong emphasis on educational excellence, safeguarding, and student wellbeing. At Queen Ethelburga’s, he continues to foster a collaborative and high-performing staff culture, while championing an innovative and dynamic approach to education for modern learners.

Guest Introduction

Daniel will be introduced by David Griffiths, Deputy Director of School Improvement at the ISA International Education Group. David is also Head of ISA Liwan International School and Co-Head of Wenhua Liwan School in Guangzhou.

ISA Liwan International School was the recipient of the International Contribution to Pastoral Care award at the 2025 National Awards for Pastoral Care in Education, further highlighting the global importance of effective pastoral practice.

About the Conference

The NAPCE Annual Conference 2026 will take place on Friday 9th October at Worcestershire County Cricket Club, a stunning venue overlooking the River Severn and Worcester Cathedral in the historic city of Worcester.

This year’s conference theme is:

“Inclusion and Belonging in Education: Sharing Good Practice in Effective Pastoral Care and Support for Learners.”

The event will explore current challenges facing schools and colleges in fostering inclusive environments, and how high-quality pastoral care can support a strong sense of belonging for all learners.

What to Expect

The conference promises a rich and engaging programme, including:

• Keynote presentations from expert speakers
• Case studies and examples of good practice from schools
• A “Question Time” panel discussion
• Opportunities for professional discussion and reflection
• Networking with colleagues from across the sector
• Informative displays and resources

This event is ideal for pastoral leaders, teachers, support staff, educational organisations, researchers and policymakers—anyone with an interest in how pastoral care can help children and young people achieve their full potential.

Book Your Place

Tickets for this highly anticipated event are available via Eventbrite:
https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

Places are limited, so early booking is strongly recommended.

Join NAPCE this October for an inspiring day of insight, collaboration and shared commitment to excellence in pastoral care.

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Member of Staff of the Year Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this fifth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Pastoral Member of Staff of the year” category, which was sponsored by North London Collegiate School, in Jeju in South Korea.

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.
The Pastoral Member of Staff of the Year Award Criteria

Criteria – 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.

The Winner

The winner of this award in 2025 was Sue White from the Netherhall School and Oakes College in Cambridge.

Sue White joined the school in September 2004 as a Student Support Assistant and unqualified English teacher, Sue has dedicated over two decades to supporting students, particularly those from challenging backgrounds. Appointed as Pastoral Manager in January 2016, Sue has become the cornerstone of the school’s pastoral provision. Sue’s role is wide-ranging and vital. She leads the pastoral team with clarity and purpose, ensuring all team members carry out their duties effectively while maintaining high standards. As the most experienced Designated Safeguarding Lead in the school, Sue brings an invaluable depth of knowledge to every situation. She regularly provides expert advice and support to staff dealing with complex issues and takes the lead on major safeguarding concerns. Her work extends beyond the school gates as she completes Early Help Assessments to secure vital external support for families in need.

Sue’s commitment to the future of the school and its students is unwavering. She consistently goes above and beyond her role, attending support meetings during holidays, staying after hours to ensure student safety, and even coming into school on her days off when needed. Her professionalism is matched only by her compassion, she treats each student as an individual, no matter how complex or difficult the situation. Sue never shies away from difficult decisions when she knows it is in a student’s best interest. The students Sue works with often face significant challenges – social, emotional, behavioural, and sometimes safeguarding-related. These young people need structure, understanding, and someone who truly believes in them.

The impact Sue has had cannot be overstated. She has helped students remain in education when exclusion seemed inevitable. She has ensured young people received the mental health support they needed at critical times. Her work on attendance and alternative provision has kept many students engaged who otherwise might have slipped through the cracks. For many, Sue has changed the course of their lives, providing the support, structure, and care they needed to succeed. Simply put, Sue White is the person everyone turns to in a crisis, not just because she has seen it all before, but because they know she will handle it with care, integrity, and unwavering professionalism.

The finalists in this category in 2025 were:-

Tanya Pavitt from Edgeborough School in Farnham in Surrey.

Tanya is the heart of Edgeborough School – she has been working with pupils there for nearly 30 years and within that time has positively impacted hundreds of lives through her kind, pupil centred approach to support and learning. She is a powerhouse of energy, enthusiasm and initiative and wants to see every child she works with grow in confidence and feel safe and supported to take risks in their learning. She is ELSA trained and a Higher Level Teaching Assistant showing  dedication to support pupils and is highly attuned to pupils needs.

Jane Davey from Wyborne School, New Eltham in London.

Jane Davey is the Pastoral Care and Safeguarding Coordinator at Wyborne Primary School. Over the past 15 years, Jane has become an invaluable member of the school community, consistently going above and beyond to support both children and their families. Her tireless commitment, innovative thinking, and deep care for the well-being of everyone at Wyborne make her an exemplary figure. Jane’s impact on the lives of our children is profound. She works relentlessly to ensure that every child has the opportunity to succeed, not only academically but also socially and emotionally. Recognising that a child’s well-being is crucial to their success, she consistently addresses any barriers to learning. By focusing on early intervention and prevention, Jane has made a measurable difference in reducing the number of referrals to social care. This proactive approach ensures issues are addressed before they escalate, enabling children to stay in school and continue their education without disruption.

Charlotte Surry from Dame Alice Owens School, Potters Bar in Hertfordshire.

Charlotte Surry, is the Pastoral Manager at Dame Alice Owen’s School, Charlotte was nominated by a parent in recognition of the extraordinary support she has provided to their son during a year of significant personal challenge and transformation.  These difficulties impacted every aspect of his school life. However, with the support and unwavering presence of the Pastoral Manager, he has begun to rebuild not only his confidence but also his sense of hope for the future.  What sets Charlotte apart is not only her professionalism but the warmth, compassion, and human understanding she brings to her role. She built a relationship with him founded on trust and genuine rapport—one that allowed him to feel safe enough to open up, share his fears, and accept help. Her ability to be both a steady hand and a kind heart gave him a vital anchor during some of his most vulnerable moments.  She has also been incredibly supportive of us as parents. In every interaction, she has shown empathy, clarity, and care—not just for our son, but for our family as a whole.

At a time when we were navigating a series of medical assessments, a diagnosis of autism and depression, new medication, and intensive therapy, she remained in close contact with us. She never made us feel like we were “just another family”; instead, she treated us with the respect and attention that made us feel seen and supported.  Thanks in part to her dedication, our son has made remarkable progress. With the support of mental health professionals and fluoxetine, his mood has stabilised. His tailored CBT sessions are equipping him with coping strategies, but it’s the ongoing encouragement from the Pastoral Manager that has helped him put those skills into practice at school. She has empowered him to believe in himself again.  He now feels more motivated than ever. We believe that without her compassionate guidance and determined support, our son’s school experience this year—and indeed our family’s overall well-being—would have looked very different. Her impact is lasting and profound, and we understand she has done this for many other students and families too.    She exemplifies everything a pastoral manager should be.

Maggie Bassett from Ysgol Gynradd Gymraeg, Bry-y Mor in Swansea

Maggie is the school’s sunshine on a rainy day – literally! She greets the pupils every morning on the yard as they enter the school grounds whatever the weather. Her observations and chats in the morning allow her to assess who may need extra support that day.  Her smile, as well as her kindness touches the hearts of every single pupil and member of staff at our school. When she listens, you know that you have her full attention. She intuitively knows when to just listen and when to offer good, honest advice.

Maggie has been key in establishing the Zones of Regulation throughout the school. For the pupils that need the extra support in recognising and managing their feelings, Maggie is there to help soothe them and calm them down.    She has an incredible skill of making each individual child feel welcome and special. Maggie is described by parents as being so warm and kind as well as so knowledgeable. She can read children like a book and knows just how best to reach them. Maggie is such a calming presence and respected by all members of the school community.

Entry for the 2026 National Awards for Pastoral Care in Education are now open. Take a few minutes to make a nomination to share good practice in pastoral care in education and recognise and value contributions made to supporting leaners and the difference that effective pastoral care makes to the learning experience of children and young people. Details about the categories for the awards and nominations can be made by following the link NAPCE Awards 2026 – Entry Form 

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

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

Enter most state secondary schools today and you’ll likely come across some form of Internal Alternative Provision. It may be called an inclusion hub, reset room, nurture base, intervention centre or similar. The names vary, but the function is becoming increasingly consistent.

Across the sector, schools that do not yet have an internal provision are usually actively exploring how to establish one. This shift reflects a gradual transformation in how schools understand behaviour, inclusion and safeguarding. It has also been shaped by the growing body of practice guidance and research emerging from organisations such as The Difference, a school leadership charity focused on whole school inclusion and addressing the social injustice caused by lost learning.

The growth of Internal Alternative Provisions (IAPs) sits within a national shift in behaviour and exclusion thinking. Over time, exclusion has increasingly been recognised not as a solution, but as an indicator of unmet need and disengagement from education.

Guidance from the Department for Education has reinforced the expectation that behaviour systems prioritise culture, early intervention and consistency. Schools are now expected to show how they support pupils at risk of exclusion, rather than relying primarily on removal from education. This direction has been reinforced by inspection priorities from Ofsted and recommendations from the Timpson Review of School Exclusion, all of which have placed increased emphasis on inclusion, reintegration and early intervention.

Alongside national policy, London has been a significant driver of innovation through initiatives such as The Excluded Initiative, a £1.2 million, campaign-led project in partnership with The London Community Foundation and John Lyon’s Charity to reduce school exclusions. It funded eight London schools with £150,000 each to establish on-site “inclusion units” for at-risk pupils, aiming to prevent youth crime and improve educational outcomes. Evaluation of the programme found improvements in pupil engagement and behaviour and showed that participating schools experienced slower growth in suspensions compared to similar schools nationally.

I was part of this initiative alongside seven other London schools. The collaborative work helped pioneer many of the inclusion hub and internal provision approaches now seen more widely across the sector, demonstrating how shared innovation and evaluation can reduce reliance on exclusion while strengthening whole school inclusion practice.

Together, national policy developments and collaborative programmes such as The Excluded Initiative have helped position Internal Alternative Provision as a core feature of modern pastoral and inclusion systems.

As IAP becomes a permanent feature of school inclusion systems, the focus for pastoral leaders is shifting from establishing provision to ensuring it is purposeful, sustainable and genuinely inclusive.

One important lesson emerging from sector research and collaborative initiatives is that internal provision is most effective when it is not treated as a standalone space, but as part of a whole school inclusion framework. Provision that operates in isolation risks becoming a short-term and reactionary behaviour management solution rather than a meaningful intervention that addresses root causes of disengagement.

Increasingly, successful internal provision is characterised by strong integration with mainstream systems. This includes shared curriculum planning, consistent behaviour expectations and clear reintegration pathways. Where provision is closely aligned with mainstream teaching and pastoral support, pupils are more likely to maintain a sense of belonging and experience successful transitions back into mainstream classrooms.

Another emerging priority is clarity of purpose. Schools are increasingly recognising that internal provisions cannot serve every function simultaneously. Some provisions are designed primarily as short-term reintegration support, while others provide longer-term stabilisation for pupils at risk of sustained absence or exclusion. Without a clearly defined purpose, internal provision can become reactive and lose its impact.

The growth of Internal Alternative Provisions has also reshaped pastoral leadership roles. Pastoral leaders are now expected to operate as inclusion strategists, designing graduated intervention pathways and coordinating multi agency support around vulnerable pupils.

This work requires increasing expertise in data analysis, safeguarding collaboration and curriculum design. Pastoral leaders are often responsible for ensuring that internal provision is informed by pupil outcomes, rather than driven by behaviour incidents or capacity pressures. This marks a significant shift from traditional behaviour management towards preventative inclusion leadership.

One of the strongest messages emerging from sector research is that effective Internal Alternative Provision does not reduce academic ambition. Instead, it adapts delivery so that pupils can access learning in ways that reflect their individual needs.

Provision that balances high quality teaching with trauma-informed, restorative, relational practice and pastoral support is consistently linked with improved engagement and reintegration outcomes. Conversely, provision that focuses solely on emotional or behavioural support without maintaining curriculum integrity risks widening learning gaps and limiting long-term pupil success.

Internal Alternative Provision is likely to continue expanding as schools respond to increasing complexity in pupil need and national expectations around inclusion. However, the next stage of development will depend less on how many schools have provision and more on how effectively it is delivered.

This presents an opportunity for the pastoral sector to share practice, refine quality standards and develop clearer success measures. Collaborative work between schools, trusts and organisations supporting inclusion will be critical in ensuring that internal provision remains focused on belonging, engagement and long-term pupil outcomes.

Internal Alternative Provision is by no means a finished model. It continues to evolve through practitioner learning, research and collaboration. If Internal Alternative Provision is to fulfil its potential, it must remain rooted in its original intention: keeping pupils connected to education, strengthening whole school inclusion and ensuring that vulnerability does not become a barrier to opportunity.

The quiet expansion of Internal Alternative Provision represents one of the most important shifts in modern pastoral care. The challenge for the sector now is not whether these provisions continue to exist, but how we ensure they consistently deliver meaningful reintegration, high expectations and genuine inclusion for the pupils they are designed to support.

Oribi Davies
NAPCE NEC Member
Director of the Inclusion Hub, Friern Barnet School

FREE EVENT: NAPCE Spring Online Conference 2026 – The Impact of AI on Pastoral Care in Education – IT’S TIME TO BOOK

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NAPCE Spring Online Conference 2026 – IT’S TIME TO BOOK

With spaces filling up fast, now is a great time to secure your FREE spot at the NAPCE Spring Online Conference 2026.

We are pleased to announce that FREE tickets are available now for the NAPCE Spring Online Conference in April.

About the Event

NAPCE SPRING ONLINE CONFERENCE 2026

The Impact of Artificial Intelligence on Pastoral Care in Education.
Guest Speaker Dr Rohan Jowallah

Dr. Rohan Jowallah is a globally recognized educator, researcher, curriculum designer, and instructional innovator with over 30 years of experience across the Caribbean, England, and the United States. His work lies at the intersection of pedagogy, technology, and inclusion, with a mission to humanize and ethically steer the AI revolution in education

Purpose

•    To share views about the opportunities and challenges of artificial intelligence
•    To explore the potential Impact of artificial intelligence on future policy and practice
•    To consider the possible impact of artificial intelligence on pastoral care and support for learners
•    To share good practice in pastoral care and support for learners
•    To discuss current issues in education, pastoral care and support for learners

Delegate experience

•    Keynote expert speaker
•    Exploring current issues
•    Sharing good practice.

Date

•    Thursday, 16th April 2026, 7-15pm

Venue

•    Online
•    Link to be sent to all ticket holders

Programme

7-15 pm – Welcome Phil Jones, National Chair of NAPCE
7-20 pm – Guest Speaker, Dr Rohan J Jowallah
International Keynote Speaker on AI in Education – ‘The Opportunities and Challenges of Artificial Intelligence.’
7-50 pm – Questions and discussion
8-00 pm – Pastoral Care ‘Question Time’ Session

Chaired by Phil Jones with
•    Professor Mark Diacopoulos Pittsburg State University, KS (USA)
•    Dr Nicole Ponsford, CEO Global Equality Collective
•    Charlie Walker, Chief of Staff at CompliMind, AI powered support for healthcare
•    Sam Human Head of AI at Globeducate
•    Samantha Marsden, author and teacher

Free Tickets available on Eventbrite NOW.

https://NAPCEONLINE26.eventbrite.co.uk

•    Limited to maximum 100 delegates

Any questions contact admin@napce.org.uk

Tickets are available now on a first-come-first-served basis for both NAPCE members and non-members.

REPORT: NAPCE at the ASCL Conference for Pastoral Leaders 2026

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NAPCE Supports ASCL 2026 Pastoral Leaders’ Conference in Manchester

The National Association for Pastoral Care in Education (NAPCE) was proud to once again support the annual pastoral leaders’ conference hosted by the Association of School and College Leaders (ASCL). The 2026 conference took place on Thursday 29th January at the iconic Bridgewater Hall in Manchester, bringing together education professionals committed to strengthening pastoral care across schools and colleges.

This year’s theme, “Sharing Good Practice to Strengthen Engagement and Participation,” set the tone for a day of thoughtful discussion, research insights, and practical strategies. NAPCE was represented by National Chair Phil Jones, alongside NAPCE Administrator Anne Jones, who managed the NAPCE display in the exhibition area. The event provided an excellent opportunity to collaborate with ASCL in raising awareness of current issues in pastoral care and to reconnect with both current and former NAPCE members attending as delegates.

Exploring Engagement and Wellbeing

The conference was chaired by Margaret Mulholland, ASCL SEND and Inclusion Specialist. The opening keynote was delivered by Professor John Jerrim, Director of Research at ImpactEd Group, who presented findings from a large-scale research project involving 200 schools and approximately 100,000 pupils.

Among the headline findings was evidence that engagement in learning tends to decline during Years 7 and 8, a critical transition period in secondary education. Professor Jerrim also highlighted a positive correlation between staff wellbeing and pupil happiness, reinforcing the importance of supporting school staff as a key factor in improving student engagement.

Andrew Young, Co-Director of Pathfinder Teaching School Hub, followed with a thought-provoking presentation on the growing prominence of individualism over collectivism in society. He suggested that many young people experience feelings of isolation and disconnection from their school communities. Encouraging delegates to take an “upstream approach,” he urged leaders to focus on preventative strategies—“fixing the bridge” so that fewer young people fall into difficulty, rather than concentrating solely on intervention after problems arise.

From Behaviourism to Relational Practice

Maxine O’Neil, Headteacher of Hope School, shared her school’s journey in supporting pupils with Social, Emotional and Mental Health (SEMH) needs. In 2014, the school made the courageous decision to move away from a behaviourist model towards a relational approach.

While the previous punitive and highly controlled system had produced compliant learners, it did not foster genuine engagement or positive attitudes to learning. The shift to a relational model prioritised psychological safety, repair, and restoration, with leadership modelling relational practice throughout the school. Clear boundaries combined with warmth and kindness have created a culture in which engagement is rooted in trust and strong relationships.

Graham Moore, Founding Director of humanutopia, delivered an engaging session supported by students from Dixons Fazakerley Academy. The presentation demonstrated the impact of peer mentoring on both students and the wider school community. Moore reminded delegates that schools are often unaware of the full range of challenges young people face in their daily lives, and that without strong pastoral systems, school itself can inadvertently add to these pressures.

The Power of Kindness and Belonging

In the afternoon session, David Whitaker, Chief Education Officer of Wellspring Academy Trust, spoke about the “kindness principle” and the transformative power of relational leadership. Emphasising unconditional positive regard, he described it as being grounded in genuineness, acceptance, empathy, and a belief in self-actualisation. Whitaker encouraged leaders to reflect carefully on the values and culture they are cultivating, reminding delegates that education is fundamentally a caring profession centred on the needs of children and young people.

Jacqueline Bebbington and Natalie Walsh, Co-Executive Principals and Co-Directors of SENDSCOPE Independent School, explored themes of belonging, equity, and possibility. Sharing their school’s vision of “opportunity without limits” and “transformation through inclusion,” they stressed that academic success is only possible when learners first feel that they matter and that they belong. Their approach is built on high expectations for all, inclusive relationships and language, and a consistently supportive environment.

The conference concluded with an update from the Department for Education attendance team, outlining current priorities and key issues facing schools.

Strengthening the Pastoral Community

The 2026 ASCL Pastoral Leaders’ Conference provided a rich platform for sharing research, practical strategies, and lived experiences. For NAPCE, it was both a privilege and a valuable opportunity to contribute to national conversations about engagement, inclusion, and pastoral care.

As schools continue to navigate complex challenges, the shared commitment to relational practice, belonging, and wellbeing remains central to strengthening participation and ensuring that every child feels safe, valued, and supported.

ARTICLE: Ever thought about joining NAPCE? Here’s why you should do it today

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The Benefits of Joining the National Association of Pastoral Care in Education (NAPCE)

In the evolving landscape of education, pastoral care — the support of students’ personal, social and emotional development — is increasingly recognised as vital to effective schooling and learner wellbeing. At the forefront of this focus in the UK is the National Association for Pastoral Care in Education (NAPCE), a registered charity established in 1982 that champions the importance of pastoral care and creates a community committed to helping every student thrive. 

Championing Pastoral Care Across Education

NAPCE exists to support professionals who are passionate about pastoral care, from teachers and pastoral leaders to school counsellors, support staff and academic researchers. Its broad mission includes promoting good practice, supporting professional development, and disseminating research on pastoral care and personal-social education.

Becoming a member grants access to these core benefits:

📘 Subscription to an International Journal

One of the most tangible benefits of NAPCE membership is the subscription to the quarterly journal Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. This respected academic publication features research, case studies, and insights from leading pastoral care practitioners and scholars around the world — helping members stay informed about cutting-edge thinking and evidence-based practice.

🌐 Networking and Professional Community

Membership connects you to a national (and global) network of education professionals who share a commitment to pastoral care. Whether you work in a school, college, university, or related organisation, this network provides opportunities to share ideas, collaborate on solutions to common challenges, and build supportive professional relationships.

This kind of professional community can be invaluable for career development, mentoring, and staying engaged with broader educational trends.

🗞️ Access to News, Events, and Professional Development

For many NAPCE-run events members receive access to reduced-price entry to conferences and workshops focused on pastoral care and inclusion. These events not only offer professional development but also provide platforms for discussion and shared learning on key topics affecting student welfare and educational environments.

🎓 Increased Awareness of Good Practice

Being part of NAPCE means staying at the forefront of best practice in pastoral care, thanks to shared resources, research summaries, case studies, and links to relevant training and development opportunities. This is particularly valuable for schools or organisations seeking to strengthen their pastoral frameworks or embed effective support systems across the curriculum.

🏆 Recognition and Awards

NAPCE runs the National Awards for Pastoral Care in Education — a unique and respected awards scheme in the UK that highlights outstanding achievements in pastoral support. While membership isn’t a requirement to enter, members often benefit from being part of a community that recognises and celebrates excellence in pastoral work, adding prestige and recognition to their practice.

💡 Advocacy and Shared Voice

As a membership organisation, NAPCE serves as a collective voice for those invested in pastoral care. By joining, you align yourself with an organisation that promotes the value of social and emotional education within policy discussions, championing the broader significance of pastoral work in the education sector.

Who Should Join?

NAPCE membership is suitable for:

• Teachers and support staff involved in pastoral roles

• School and college leaders with responsibilities for wellbeing and inclusion

• Academic researchers and trainers in education and pastoral care

• Organisations focused on student welfare, personal development, or pastoral support

Whether you are simply beginning your career in pastoral work or are an experienced professional looking to deepen your knowledge and influence practice, NAPCE offers resources and connections that enrich your professional journey.

Membership Fees

• Individual membership including one subscription to PCE (£44 / €57 / $88)
• NQT/Retired/Student Individual including one subscription to PCE (£21 / €33 / $40)
• Group membership including two subscriptions to PCE (£66 / €86 / $132)
• Primary/Special School Rate including two subscriptions to PCE (£43 / €67 / $83)

To JOIN complete a membership form here: https://www.napce.org.uk/membership/apply-online/

Conclusion

Joining the National Association for Pastoral Care in Education offers far more than membership status — it provides a platform for professional growth, ongoing learning, and collaborative engagement in one of the most important aspects of education. In a world where student wellbeing is increasingly central to academic success and life outcomes, NAPCE’s community, publications, and professional opportunities empower educators to make a meaningful, long-lasting impact.

About NAPCE

NAPCE was founded in 1982 to establish links between education professionals and allied agencies who have an interested in pastoral care and personal-social education and the welfare of students of all ages in schools. NAPCE publishes an academic journal, supports members by raising awareness abut current issues in education and organises conferences and events to share good practice in how to support children and young people to achieve their full potential.

Please direct any queries regarding membership to admin@napce.org.uk

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Leader of the Year Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this fourth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Pastoral Leader of the year” category, which was sponsored by Taylor & Francis.

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.
The Pastoral Leader of the Year Award Criteria

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

The Winner

The winner in 2025 announced at the Grand Presentation Event in October was:-

Vicki Blackburn, Deputy Head Teacher & Designated Safeguarding Lead  – Dame Alice Owens School, Potters Bar, Hertfordshire

What makes Mrs Blackburn truly outstanding is her relentless drive to evolve and innovate in the way she supports students, staff, and families. She constantly seeks out new resources, tools, and ideas, implementing them thoughtfully and with great impact. She knows that effective pastoral care is a team effort, and she makes sure that everyone who supports a child is equipped to do so. Her communication with parents is always clear, respectful, and supportive. She strikes the perfect balance between being warm and professional, compassionate and action oriented.
Mrs Blackburn is also an extraordinary presence for the students. She is trusted. She is visible. She creates a sense of safety and understanding, and she treats each student as an individual with their own story and needs. The culture she fosters around mental health is one of openness and non-judgement, but also of empowerment and growth. She doesn’t just help students cope—she helps them build resilience, self-awareness, and confidence. Her leadership in pastoral care is not reactive; it is proactive and intentional. She puts structures in place, seeks feedback, and consistently refines how the pastoral system works.
Vicky was also nominated for the award a student.
I would like to nominate Mrs Blackburn for Pastoral Leader of the Year because she has been such an important part of my journey at school. This year has been very challenging for me, but Mrs Blackburn has always made me feel supported and understood.  I think she deserves this award because she always goes above and beyond, not just for me but for so many students.

The 2026 Finalists in this category were.

Damian McBeath, Principal – The John Wallis Church of England Academy, Ashford, Kent

At The John Wallis Church of England Academy our Principal, Damian McBeath, has been a visionary for introducing a Smartphone Free environment. The Smartphone Free policy has had a positive impact on pastoral care in the school with the data showing improved attendance, improved behaviour and a reduction in online safeguarding incidents. Damian is passionate about the future of the children at The Academy and changing the lives of children in some of the most economically deprived communities in the country – giving them the tools they need academically, morally and personally.  Damian refuses to accept that the circumstances into which a child is born should define their future – this is not just in our education setting, but for all children worldwide.

Chris Woods,  Deputy Principal and Deputy Designated Safeguarding Lead –  The Netherhall School and Oakes College, Cambridge

Chris has a passion for pastoral care that he shares with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with. He has demonstrated exceptional leadership in transforming the pastoral culture of our school through a deeply relational and research-informed approach. Under his guidance, we have implemented a new behaviour strategy rooted in relationships, respect, and restoration. This strategy has reshaped our systems and structures with remarkable impact. His relationships with students are founded on trust and respect, he reliably shows up for them and listens, holding them to high standards whilst always preserving their dignity. He inspires colleagues and students alike to make positive change, to ensure that students are fully supported and able to thrive. He ensures that he always visible and present, on the gates in the morning, in the corridors during the day, and supporting families outside of school hours.  Chris leads with empathy, intelligence and integrity.

Katrina Moore, Principal,  Malone Integrated College, Belfast

Her unwavering commitment to the emotional, social and academic well-being of our students and staff has made her the heart of our school community. From founding our Special Educational Needs department to establishing a thriving bilingual centre, she has transformed our school into an inclusive, nurturing environment. She leads weekly pastoral care team meetings with insight and sensitivity, always placing student welfare first. She visits homes when families are going through difficult times and personally checks in on students who struggle with attendance, working to re-engage them. She has been a lifeline for many in crisis and a constant presence of stability for students and staff alike.  When she announced her retirement, students gathered at her office in protest, begging her not to leave. Her legacy is kindness, leadership, and relentless dedication to others.

Charlotte van der Westhuizen Deputy Head Boarding and Pastoral – Benenden School, Cranbrook, Kent 

Student Nomination
“I wanted to take a moment to say thank you for her support, especially recently. I realise that throughout this year, I’ve been tough, probably even difficult at times. There were moments when I closed myself off, when I was less than open to the help she was offering. Despite that, she’s consistently extended a hand when I’ve needed it most. There were times when she emailed to request ‘catch ups’, and I wasted her time, not fully engaging or being open to the help you were offering. Even in those times when I wasn’t willing to accept help, she still made the effort to reach out and support me. Looking back, I can see how patient and understanding she’s been, and I regret not asking for the help I needed, sooner. It’s something that I didn’t understand, or really even recognise until recently, and I’m incredibly grateful for her perseverance and understanding, even when I wasn’t ready to accept it. Thank her for always offering her support, and for being there when I need it most. It means more to me than I can express. I will always be grateful for her kindness, even when I didn’t deserve it.”

The nominations for the 2026 national awards for pastoral care in Education are now open. Go to wwwnapce.org.uk for details or follow the link to make a nomination.

The nominations for the National Awards for Pastoral Care in Education 2026 are now open.

Find out more and link to the entry form here https://www.napce.org.uk/national-awards-for-pastoral-care-in-education-2026-entry-now-open 

LEAD ARTICLE: “Blue Monday – An Opportunity in Disguise?” by NAPCE Vice-Chair Dr Matt Silver

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Blue Monday – An Opportunity in Disguise? by NAPCE Vice Chair Dr Matt Silver

Blue Monday… or An Opportunity in Disguise?

Apparently, the third Monday in January is known as “Blue Monday”, the most depressing day of the year.

Which, if you work in pastoral education, may raise a smile because often it is a rollercoaster of ups and downs not specific to any one day.

It brings dark mornings and an inbox that’s already demanding more of you before you’ve finished your first coffee. Add to that the unspoken expectation that you should be refreshed, re-energised, and powering through new priorities with enthusiasm following the Christmas break and it’s no wonder this time of year can feel heavy.

But what if, instead of going through the motions of Blue Monday (and indeed the whole of January and February), we used it as an opportunity to explore?

The Things Pastoral Leaders Carry (That No One Sees) 

Pastoral leadership in education has a habit of accumulating stuff. Not just paperwork, planning and data, but assumptions, habits, and responsibilities that quietly attach themselves to your role and never seem to leave.

By January, many in pastoral care are carrying:

• Initiatives that made sense once, but now make meetings longer or add an increased load to your workflow

• The need to have all the answers for others to solve their challenges (spoiler: you don’t)

• Ways of working that feel like a continuous checklist

• That nagging sense you’re missing something

But the reality is you’re leading in a system that rarely gives you space to stop and recalibrate.

Letting Go: Not Just for Loft Clear-Outs

In education, improvement often gets translated into “add another thing.” Another policy tweak. Another priority. Another initiative. This is what I heard in the conversations between attendees at the NAPCE Annual Conference in October.

But one of the most underrated leadership skills is knowing what to stop doing.

Letting go might look like:

• Parking initiatives that dilute focus rather than improve outcomes

• Stepping back from doing jobs that don’t actually need to be yours

• Releasing the idea that being busy equals being effective

• Questioning “we’ve always done it this way” (even if it’s said very confidently in meetings)

This is about protecting your energy and your impact and increasing your capacity as a result. Take a few things out of the jar and you have the space to design. This is key when it comes to pastoral care. It is not just design intervention or strategies, but systems and culture that prevent the need for this. Culture by design is about creating the conditions for others to feel safe and then thrive in, yet often we focus on school improvement at a handbook level.

Culture is the secret sauce to pastoral care and we have to become more conscious of ourselves as leaders if we are going to do this. The key to this self-awareness is that you can’t see what you can’t see. It means we have to have others around us who can point this out and help us explore new perspectives and ways of making sense of the world.

When The Glass House does this with leaders, we see the same pattern again and again. The leader realises this doesn’t just apply to self-awareness, but also to strategy, auditing the climate and culture of the organisation and where change should and can be implemented (and deeper insight into what stands in the way and how it can be navigated).

But if we do not put things down, we never create the time to develop ourselves in service of others.

Why January Is Actually Trying to Help You

January doesn’t shout. It nudges. It’s a slightly creaky time of year that quietly asks whether what you’re doing still makes sense.

It’s a good moment to ask yourself:

• What feels unnecessarily hard right now?

• What’s draining time or morale without really moving us forward?

• If I let go of just one thing this term or year, what would make the biggest difference?

Sometimes you just need a bit of thinking space and a conscious look at reality.

Reframing Blue Monday as a Pastoral Leadership Check-In

We’re now a few weeks back after the Christmas break so today is actually the perfect time for a low-stakes leadership check-in. If you’re feeling a bit foggy, it may not be about motivation at all. More often, it’s a signal that focus has become fragmented.

In this case, gaining insight into where development should focus could be helpful.

Our new Leadership Focus Quiz supports leaders to think about what needs their focus most. It takes only a few minutes to complete and offers a structured starting point for reflection, whether for individual development, leadership team conversations, or wider strategic work.

Take the quiz here: https://screen.glasshouselab.com/leadership-focus

It is also worth completing your own check-in:

• Identify one thing you’re ready to let go of this term

• Have a conversation with your team about what’s getting in the way of good work

• Step back and ask whether day-to-day reality is aligning with the longer-term strategy. Is this a people issue or a system issue?

• Give yourself permission to pause and shift around lenses

If any of this feels uncomfortably familiar, you don’t have to figure it out on your own.

This time of year is often when education leaders benefit most from:

• 1:1 coaching to think clearly, regain perspective, explore how to redistribute the load and empower others.

• Team development that rebuilds trust, focus, and shared responsibility.

• Strategic consulting or diagnostic work to identify what’s genuinely working — and what’s quietly holding you back in your systems and people development.

Great progress can be made from letting go of what no longer serves you or finding newer, more effective ways of doing something. What is stopping you from letting go?

If Blue Monday nudged you to pause and rethink, it might just be doing you a favour.

Dr Matt Silver
Vice-Chair
NAPCE

Photo: PeepThisPhoto / pixels.com

FREE EVENT: NAPCE Spring Online Conference 2026 – The Impact of AI on Pastoral Care in Education – NEW GUEST EXPERT ANNOUNCED

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NAPCE Spring Online Conference 2026 – New Guest Expert Announced

NAPCE is pleased to announce that AI expert Richard Human has been confirmed as a guest on the Question Time panel at the NAPCE Spring Online Conference 2026.

The theme for the event, which takes place on 16th April 2026, is “The Impact of Artificial Intelligence on Pastoral Care in Education”.

Richard is Head of AI at Globeducate, an international education organisation operating in 70 plus schools across 11 countries.

With over 30 years of teaching experience both internationally and in the UK, he leads AI strategy and implementation across the network, coordinating AI Champions who facilitate local adoption in each country.

A qualified primary school teacher with an MBA in Educational Leadership from UCL and a Founding Fellow of the Chartered College of Teaching, Richard promotes ethical AI implementation and creates comprehensive training programmes that ensure voluntary adoption and teacher wellbeing remain central to change.

He also publishes a weekly AI newsletter, “The Good, The Bad and The Ugly in AI,” and writes regularly for TES, International Teacher Magazine, and School Management Plus.

Richard is also the creator of a Udemy course on “Conflict Resolution with Restorative Conversations” and holds additional qualifications including an MA in Environment & Development from SOAS and ILM Level 5 Coaching & Mentoring certification.

Richard will join the other confirmed guests on the Question Time panel and guest speaker Dr Rohan Jowallah to explore the current and important issue about how education can make safe and effective use of Artificial Intelligence in the future.

Tickets for the event are free, so please book early to avoid disappointment as a limited number are available.

It takes place on Thursday 16^th April starting at 7-15 pm (British Summer Time GMT +1).

Full details for the Spring Online conference are

NAPCE SPRING ONLINE CONFERENCE 2026

The Impact of Artificial Intelligence on Pastoral Care in Education.

Guest Speaker Dr Rohan Jowallah

Dr. Rohan Jowallah is a globally recognized educator, researcher, curriculum designer, and instructional innovator with over 30 years of experience across the Caribbean, England, and the United States. His work lies at the intersection of pedagogy, technology, and inclusion, with a mission to humanize and ethically steer the AI revolution in education.

Purpose

• To share views about the opportunities and challenges of artificial intelligence
• To explore the potential Impact of artificial intelligence on future policy and practice.
• To consider the possible impact of artificial intelligence on pastoral care and support for learners
• To share good practice in pastoral care and support for learners.
• To discuss current issues in education, pastoral care and support, for learners.

Delegates experience

• Keynote expert speaker
• Exploring current issues
• sharing good practice.

Date 

• Thursday 16^th April 2026, 7-15pm

Venue

• Online
• Link to be sent to all ticket holders

Programme

7-15pm Welcome Phil Jones, National Chair of NAPCE

7-20pm Guest Speaker, Dr Rohan J Jowallah
International Keynote Speaker on AI in Education

‘The Opportunities and Challenges of Artificial Intelligence.’

7-50 pm Questions and discussion

8-00 pm Pastoral Question Time

Chaired by Phil Jones with

• Professor Mark Diacopoulos Pittsburg State University, KS. (USA)
• Dr Nicole Ponsford, CEO Global Equality Collective
• Charlie Walker, Chief of Staff at CompliMind, AI powered support for healthcare
• Richard Human, Head of AI at Globeducate
• Samantha Marsden, author and teacher.

Free Tickets available on Eventbrite
Link

https://NAPCEONLINE26.eventbrite.co.uk

• Limited to maximum 100 delegates
• NAPCE Members Free early booking window until January 1^st 2026

Any questions contact admin@napce.org.uk

Tickets are available now first come first served for NAPCE members and non-members.

EVENT: NAPCE Partners with ASCL for the Conference for Pastoral Leaders 2026 – NEW DETAILS ADDED

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ASCL Conference for Pastoral Leaders 2026 – Further Details Confirmed

NAPCE is very pleased to be working with The Association of School and College Leaders (ASCL) once again to organise the annual Conference for Pastoral Leaders.

The 2026 event takes place on Thursday 29^th January 2026 at Bridgewater Hall in Manchester from 8-30am until 4-00pm.

The ASCL Annual Conference for pastoral leaders is an important event in the education calendar and NAPCE is looking forward to the opportunity to meet our members, and other professionals, at the conference with an interest in how effective pastoral care can support the education of children and young people.

The title this year is “Sharing Good Practice to Strengthen Engagement and Participation”.

The conference is sponsored by humantopia and confirmed speakers include.

• Margaret Muholland, SEND and Inclusion Specialist, ASCL.
• David Whitaker, Chief Education Officer, Well Spring Academy Trust.
• Professor John Jerrin, Director of Research, Impact Ed Group.
• Jacqueline Bebbington, Co-Executive Principal and Co- Director of SENDSCOPE Independent School and Consultancy Service.
• Natalie Walsh, Co-Executive Director of SENDSCOPE Independent School and Consultancy Service.
• Andrew Young, Co-Director Pathfinder Teaching School Hub
• Maxine O’Neil, Headteacher, Hope School
• Graham Moore, Founding Director, humantopia.

For information about the full programme for the conference and to book your tickets follow the link ASCL – ASCL Conference for Pastoral Leaders

Conference Programme

08.30 – Registration, refreshments and exhibition

09.20 – Welcome and introduction Margaret Mulholland, ASCL SEND and Inclusion Specialist

09.30 – Mind the Gap: Engagement research to inform leadership and practice Professor John Jerrim, Director of Research, ImpactEd Group In the session we will explore what pupil engagement really tells us about what is happening in schools today. Drawing on TEP insights from over 100,000 pupils, we will share what national data reveals about patterns of engagement across phases, settings and demographics. The session will examine how changes in engagement often sit beneath challenges with attendance, behaviour and pupils’ outcomes, and why engagement should be understood and used as a lead indicator. Attendees will be encouraged to rethink how engagement data can inform more proactive, system-level decision-making.

10.15 – Upstream Engagement: Treating the cause, not the symptom Andrew Young, Co-Director, Pathfinder Teaching School Hub Hundreds of schools are now utilising a proactive strategy: measuring staff and pupil engagement as a leading indicator of future challenges. Engagement is defined as how people think, feel, and act. What if schools could leverage this data to locate individuals with a declining community bond and level of agency? Rather than waiting for things to go wrong – manifesting as absence, negative behaviour, or low attainment – what if we channelled resources directly into addressing the root causes, not just the symptoms? Join this session to hear how this approach has been implemented in a range of schools across Yorkshire and what the impact has been so far.

10.50 – Refreshment break and exhibition

11.20 – How Do We Support Cognitive, Social and Emotional Engagement for Children with SEMH Maxine O’Neill, Headteacher, Hope School

11.50 – How Can We Create an Authentic and Empowering School Experience Grounded in Belonging, Purpose, and Connection? Graham Moore, Founding Director, humanutopia This session explores a mentoring model involving pupils in year 10 who, through shared values and identity work, support their younger peers in year 8. We’ll examine how this approach empowers a diverse range of students to become school ambassadors, encouraging leadership and empathy through relational practice. Reflections from mentors, mentees, and school leaders will offer honest insights into the potential and challenges of this work, and the impacts it has had. Together, we’ll consider how these practices can shape more inclusive, purposeful school communities.

12.30 – Lunch and exhibition

13.20 – The Kindness Principle: Relational practice and the power of unconditional positive regard David Whitaker, Chief Education Officer, Wellspring Academy Trust In this session Dave will explore how the concept of unconditional positive regard can – shape relational culture in a school. Drawing on his experience of leading challenging schools, both mainstream and specialist,  he will highlight the common misconception of relational practice. He will show how strong relationships aligned with high expectations are possible. He will explore how important it is that schools show empathy, acceptance and genuineness in their approach to school values and cultural positioning – but do this without compromising on standards.

14.05 – Belonging, Equity, and Possibility: The SENDSCOPE vision Jacqueline Bebbington, Co-Executive Principal and Co-Director, SENDSCOPE Natalie Walsh, Co-Executive Principal and Co-Director, SENDSCOPE At SENDSCOPE Independent School, we believe every child and young person with SEND deserves more than access – they deserve opportunity without limits. Our keynote will explore how a broad, balanced curriculum can unlock potential and create futures without ceilings. We’ll share why belonging is the heartbeat of success: when students know they are cared for, they know they can achieve. Discover how SENDSCOPE Consultancy Service empowers mainstream schools and organisations through adaptive teaching and inclusive communication strategies, proving that reasonable adjustments aren’t add-ons – they’re embedded in great practice. Join us to feel the passion, see the possibilities, and learn how inclusion transforms lives.

14.35 – Refreshment break and exhibition

14.55 – Systems and Impact Representative from the DfE Attendance Team

15.30 – Learnings from today and close

ASCL reserve the right to amend the programme should circumstances dictate.

EVENT: A Free Event Focusing on Learner Transition to be held by NAPCE Partner Pupil Pathways

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Pupil Pathways to Host Free Event to Support Schools with Learner Transition

NAPCE is delightful to support an upcoming event which is designed to support schools with learner transition.

You can join Pupil Pathways for a session of Transition Champions on Thursday, 5th February 2026: a free webinar focused on trauma-informed and inclusive transition.

Guest speakers, Irene Ogunseitan from The Difference and Fiona Cowan, Headteacher at Bolsover Infant and Nursery School, will draw on their frontline experience to explore how the reflective, collaborative use of holistic pupil data can strengthen transition planning, identify needs earlier, and make curricula and pastoral systems more responsive and sustainable.

Attendees will leave with practical ideas for developing inclusive transition approaches that evolve over time and support better outcomes for all learners.

Date: Thursday 5th February 2026

Time: 4pm (GMT)

Venue: Online

Where to book: https://tinyurl.com/inclusive-transition

EVENT: NAPCE Chair Phil Jones to Lead Virtual Safeguarding Conference in February

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NAPCE Chair Phil Jones Preparing for Inspection of Safeguarding Conference

NAPCE Chair Phil Jones will lead the Preparing for Inspection of Safeguarding Conference this February, bringing his extensive experience and sector insight to a timely and highly relevant event for education and care professionals.

The online conference will focus on supporting leaders, safeguarding professionals, and practitioners to confidently prepare for inspection, with a particular emphasis on safeguarding expectations, evidence, and good practice.

The event, on 5th February 2026, is organised by Education Conferences UK and will run from 10am until around 3.45pm.

As inspection frameworks continue to evolve and scrutiny around safeguarding remains high, the event provides a vital opportunity for organisations to strengthen their approach and ensure robust, child-centred systems are in place.

Speakers at the event include Jude Macdonald Managing Director, Wolf Inclusion / Director of Inclusion, Keys Academies Trust, Lorraine Petersen OBE, Lead Educational Consultant,  Lorraine Petersen Educational Consultancy (LPEC) and Beth Davies, Safeguarding Content, Developer and Trainer, Savell-Boss Ltd.

Mr Jones, a nationally respected figure in education and safeguarding, will guide the day’s discussions.

As Chair of NAPCE, Phil has consistently championed strong governance, effective leadership, and inclusive practice across education.

His leadership at the conference will help frame safeguarding not simply as a compliance requirement, but as a core element of organisational culture.

Who should attend?

Designated Safeguarding Leads, Deputy Designated Safeguarding Leads, Assistant Heads, Deputy Heads, Headteachers, Pastoral Leads and any other member of the school staff who wish to update their safeguarding knowledge.

This conference will enable you to:

• Understand how safeguarding is positioned within the 2025 Ofsted Education Inspection Framework and its impact on inspection outcomes.

• Develop and embed a whole-school safeguarding culture that is proactive, positive, and extends beyond compliance.

• Recognise the safeguarding implications of attendance and behaviour patterns and use data to drive early interventions.

• Strengthen safeguarding for vulnerable learners through inclusive policies, curriculum design, and provision for SEND, looked-after children, and disadvantaged pupils.

• Confidently prepare for safeguarding scrutiny during inspection, including managing records, case files, and staff conversations.

• Identify, prevent, and respond effectively to child-on-child abuse in line with inspector expectations.

• Apply safer recruitment practices to build a safe workforce and maintain a robust Single Central Record.

• Evidence strong safeguarding leadership and governance, ensuring accountability, staff training, and ongoing vigilance..

By chairing the Preparing for Inspection of Safeguarding Conference, Phil Jones reinforces NAPCE’s ongoing commitment to supporting high standards, ethical leadership, and safe, inclusive environments for children and young people. The conference promises to be a valuable and reassuring space for professionals seeking both confidence and clarity as they prepare for inspection.

More information and to book: https://www.educationconferencesuk.co.uk/virtual-online-courses/inspection-safeguarding-conference

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Development of the Year Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this third instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Pastoral Development of the year” category, which was sponsored by Eileen Donnelly Educational Development Ltd.

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.
The Pastoral Development of the Year Award Criteria

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

The Winner

The winner in 2025 announced at the Grand Presentation Event in October was:-

Calvin Walker-Hall. All Saints Catholic School, Dagenham

In the nomination Calvin Walker-Hall was described as “an extraordinary educator, coach, and role model whose innovative work in pastoral development through sport has had a transformational impact on the lives of students and the wider community”. A National Judo Champion and Team GB representative, Calvin brings elite-level discipline, empathy, and passion to everything he does, channelling his experience into opportunities that go far beyond the mat.

At the heart of his contribution is the creation of the All Saints Judo Club, which he founded to serve both the school and the wider community. Meeting twice a week, the club is a safe, inclusive space where students of all backgrounds and abilities come together to build strength, resilience, and mutual respect. More than just a sporting club, it is a sanctuary and a community hub, offering structure, mentorship, and a sense of belonging to countless young people.

Understanding the unique pressures faced by Sixth Form students, Calvin also introduced a Judo enrichment programme tailored specifically for them.

These sessions help students manage stress, build physical and mental confidence, and develop discipline and leadership skills essential for life beyond school. His approach seamlessly integrates pastoral care with physical education, helping students grow in self-awareness and character.

Calvin’s commitment to the safety and empowerment of all students is further exemplified by his creation of self-defence classes for girls. These sessions offer much more than physical skills—they build self-belief, assertiveness, and resilience. In an age where many young women feel vulnerable, Calvin has provided them with a toolkit for confidence and safety that extends well beyond the school gates.

Perhaps most remarkable is his pioneering work in Adaptive Judo, designed for students with acute needs. Through this initiative, pupils with Down Syndrome, visual impairments, and hearing loss have not only engaged in Judo—they have excelled. Calvin has enabled them to compete both in the UK and internationally, winning medals and, more importantly, finding new confidence and pride in themselves.

For many of these students, Adaptive Judo has unlocked a zest for life that had previously been stifled by barriers or limited opportunities.Calvin Walker-Hall’s contribution to pastoral development is rooted in action, empathy, and inclusion.

The finalists in this category were:-

ReBOOT at The Netherhall School and Oakes College, Cambridge

ReBooT is a dedicated behavioural support unit, designed to embody and promote the values of inclusion, respect, and personal growth that underpin the school’s ethos. Far more than a removal space, ReBooT uses relational practices and targeted interventions to support students in understanding and improving their behaviour. It works in close alignment with wider pastoral and academic provision, ensuring that students are not only held accountable for their actions but are also given the tools and support to make lasting change.  The need for ReBooT arises from the increasing challenges schools face in managing behaviour in ways that are restorative rather than punitive. Traditional responses like suspensions or exclusions often fail to address the root causes of behavioural issues and can isolate students further.
ReBooT offers a proactive alternative. It allows the school to deal with serious behavioural issues effectively, while avoiding exclusions wherever possible. Through its bespoke educational programmes, the unit works to reduce repeat behaviours by addressing the underlying issues and raising awareness of the consequences.  What makes ReBooT truly unique is its dual focus on accountability and education. ReBooT is not a place where students are simply sent to “cool off”- it is a structured and supportive environment where students reflect, learn, and grow. The specialist and dedicated staff go above and beyond their roles as mentors; they build meaningful relationships with students, deliver tailored educational content around behaviour, and work closely with other staff to reintegrate students successfully into lessons.

The Early Years Personal, Social, and Emotional Development Programme, Partnership for Children

The Early Years Personal, Social, and Emotional Development (PSED) programme is designed to support the foundational development of young children aged 3-5. This 15-week programme offers an innovative approach to pastoral development by fostering emotional intelligence, self-regulation, and social relationships.  At the heart of the programme is the aim to help children identify, recognise, and articulate their emotions. Through carefully selected storybooks and engaging activities, children explore feelings such as happiness, sadness, and anger. These activities not only create a safe space for emotional expression but also equip children with the vocabulary and tools to understand their own emotions—a critical foundation for emotional health and resilience.

The programme places a strong emphasis on emotional self-regulation. Children are guided to understand their feelings and behaviours and are encouraged to respond appropriately in various situations. This skill is essential for managing challenges, resolving conflicts, and building a sense of self-control—all integral aspects of pastoral care. Understanding how to form and sustain relationships is a key component of the programme. Activities are designed to teach children what it means to be a friend, how to collaborate with peers, and how to navigate social interactions. These lessons foster empathy, kindness, and cooperation—cornerstones of a supportive and inclusive environment.

The programme also prioritises fostering resilience and self-confidence in young learners. By celebrating small achievements and encouraging a growth mindset, children develop a positive sense of self-worth. This focus on personal development helps children approach challenges with optimism, an essential quality for both personal and social well-being.

Resources such as weekly guides, activity sheets, and small group cards ensure that practitioners have everything they need to deliver lessons effectively. Additionally, the inclusion of adaptive teaching ideas ensures that even the most vulnerable children are supported. Parents and carers are actively involved through the programme, which provides a range of play-based activities and a parents’ information sheet.

This home-school collaboration strengthens the pastoral network around each child, creating a consistent and nurturing environment. The Early Years PSED programme contributes to pastoral development by addressing the holistic needs of children. It nurtures their emotional and social growth, equips them with essential life skills, and fosters a network of support.

Young Carers Team, Mark Hall Academy, Harlow, Essex

When Young Carers were first surveyed at the school, we had 4 students. Today the yhave over 40 – each with their own needs and dreams.

From Drop-in sessions, to peer mentoring, additional welfare support to dedicated projects, social skills training to special days out… Sarah and Yasamin, in the Young carers team at the school have transformed the lives of so many. Mark Hall Academy were the only school in the UK to be represented at the Young Carers Awareness Day ‘meet the decision makers’ event in March

The students have contributed in the conversation with the Children’s Commissioner and Lisa Nandy’s Youth Strategy. They have been ‘mentioned in dispatches’ twice in Parliament in the past 3 months by the APPG Chair on Young Carers for their work with such vulnerable students.

The nomination is for the hardwork, innovative thinking, extra miles and funds raised by Sarah and Yasamin, and it’s for the Year 11 students that act as role models to younger years. It recognises the Year 8 girl who helps her mum  (with MND) to get dressed before going to school and the boy with his own complex needs ‘finding the flint’ in his own ambitions whilst caring for his brother with life limiting conditions… and the other 38+ students in similar situations in the school and every other school in the land.

When the students visited Westminster they, spoke with passion about the problems they face and the pride in which they now feel when working with Sarah and Yasamin, and the joy they found for a few hours when they could be children again once more. This is only possible due to the 2 lead members of this work, and the army of others that they call upon to help.

The John Wallis Church of England Academy 

The John Wallis Church of England Academy is a Smartphone Free Academy. They do not remove phones from students but provide lockable pouches to ensure they are not distracted from learning by their phones.

They can only unlock the pouch at the end of the learning day using specially mounted magnets posted around the Academy. They are educating students about phone use, and they are responsible themselves for being part of this. This is not just about banning phones, it is about fostering an Academy culture where every child feels included, valued, and free to be themselves.

We have consolidated the data from our management system to show improved attendance, improved behaviour and a reduction in online safeguarding incidents.

If you walk around the halls of the Academy, or the classrooms, including break times and lunchtime – the students are actively engaging with each other: talking, playing, laughing and communicating.

Students are attending more lessons, which directly means more learning! During the lessons, students are less disruptive. Behaviour has significantly improved with the average number of after-school detentions for disrupting lessons being significantly reduced. The students are actively engaged – not just in the lessons but with each other.

The teachers are happier, because they have students who are not distracted. By reducing multitasking, students are focusing on one task at a time and enjoying each activity. Students are making more notes about the subject being taught, which assists in later revision of the subject.

Surprisingly, the Academy found that students prefer having time away from their devices and they could see a positive impact of time away from their phones.

This has also sparked a cultural shift beyond the school gates, with many parents reporting positive changes in their child’s behaviour at home, with reduced screen time and greater family engagement.

This approach ensures that students do not rely on their phones to avoid real-life social interactions and teaches them communication and interaction skills which they will need outside of the school in the future. It is noisier in the Academy now – but you cannot deny that more talking and laughing is better than any electronic noise.

The nominations for the National Awards for Pastoral Care in Education 2026 are now open.

Find out more and link to the entry form here https://www.napce.org.uk/national-awards-for-pastoral-care-in-education-2026-entry-now-open

NEWS: SAVE THE DATE – NAPCE Dates for Your Diary in 2026

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SAVE THE DATE – Dates for Your Diary in 2026

AWARDS: Flourish Partners with NAPCE to Sponsor 2026 Awards.

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NAPCE is delighted to announce that our headline sponsor for the National Awards for Pastoral Care in Education 2026 Grand Presentation at the Graeme Hick Pavilion at Worcestershire County Cricket Club on Friday 9^th October 2026 is FLOURISH.

ABOUT FLOURISH

At Flourish, we’re known for learning but loved for caring. We’re all about delivering practical solutions to real problems, transforming education with attachment-aware, trauma-informed training and eLearning.

Flourish is also sponsoring the Pastoral Member of Staff of the Year category and we would like to thank them for their support.

Nominations are now open by following the link NAPCE Awards 2026 – Entry Form

We are looking forward to congratulating the finalists and winners  with our sponsors at the Grand Presentation Event in October.

Contact NAPCE at admin@napce.org.uk if you have any queries about the Awards.