LEAD ARTICLE: 1. “The Case for Service Design in Pastoral Leadership” by NAPCE Vice-Chair Dr Matt Silver

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1. The Case for Service Design in Pastoral Leadership – By Dr Matt Silver, Vice Chair of NAPCE

How do you know whether the ‘services’ your organisation provides are actually working for the people who use them?

We’re not talking solely about central team processes here; we’re talking about the whole delivery within education; beyond meeting standards, auditing or organisational targets, to whether the newly appointed teacher moving through your induction process feels genuinely set up to succeed. Whether the student navigating a difficult transition feels supported and understood. Whether the family trying to engage with the school feels like the door is actually open for them. These are the types of questions we have to ask as we navigate constant change in education, particularly as we move towards a more inclusive system. We have to put the learner, the human, at the centre of our design and decisions.

Most pastoral leaders in education care deeply about these issues. Fewer would say they have a reliable, systematic way of knowing both the causes and, as a result, the answers. And the gap between caring about the experience of the people your organisation serves and understanding that gap on a deep level is exactly where service design competency lives, particularly in an age of automation and complexity.

Typically, the concept of service design is relatively new, especially within the education sector; however, many of the concepts are regularly adopted by educators within their roles, albeit implicitly. It is one of the most practically important capabilities an education organisation can build. And the case for building architects of systems is stronger right now than it has ever been. If we are to evolve the education system, we need leaders who understand how to and why.

What service design actually is, and what it is not

Before making our case, it is worth being clear about what service design means.

Service design is the discipline of understanding the diverse ways in which people experience the systems and processes an organisation provides, and using that understanding to improve them. That is it. It is about making them work better for the people they are designed to serve, and for the organisation delivering them.

Every school and Trust is already running dozens of services, whether they think of them that way or not. Staff induction; curriculum design; continuing professional development; attendance monitoring and intervention; SEND support pathways; student transition programmes; parental engagement and communication; performance management; extracurricular activities. The list goes on, and every single one of them has a design: a set of decisions about how it works, who does what, and what the person moving through it encounters.

Some of education’s designs are intentional and considered. Many are the accumulated result of decisions made over years, by different people, in response to different pressures. Service design is the practice of stepping back to ask: who is this process for? What do they actually need from it? We have to probe as to what their current experience of it is, how it could be better, and then do something about those answers and adapt.

Why education needs Service Design more than most sectors

Education is one of the most relationship-intensive environments there is. Everything an education organisation does lands on a person (or usually several people), in different ways, with different consequences depending on who they are and what they bring with them. This makes the gap between intent and experience particularly significant because when a service is not working well in education, the consequences show up specifically on individual levels – how a student who is struggling feels about asking for support, and whether they actually ask; whether a family feels like a partner in their child’s education or a problem to be managed.

That being said, the pressures that education organisations are under – financial, regulatory and reputational – all tend to push design decisions in exactly the wrong direction. Under pressure, the instinct is to tighten, to standardise, to build processes that are easier to see tangible results from and harder to argue with. Whilst this is understandable, it tends to produce services that work well for the organisation and less well for the people inside them.

The organisations that are retaining their best staff, building real trust with their communities, and making sustainable progress are doing something additional, and perhaps what pastoral care has been aiming to do all along. They are asking what their services feel like from the inside, and they are building the capability to find out and act on the answer.

This is a point of strategy.

The case for building this competency internally

Here is where the argument gets really interesting, and where we think the opportunity for education organisations is most significant.

Most organisations, when they recognise that a service is not working well, bring in external support to fix it – a consultant or a specialist. And sometimes that is exactly what is needed: a fresh take and new insights. But it has a limitation: when the work is done and the external support leaves, the organisation is often no more capable of understanding and improving its services than it was before. It has a better process but not better capability.

The organisations that make the most sustained progress are the ones that build competency internally through people who can do this work as a core part of how the organisation operates, rather than relying on reactive responses to problems as they arise.

What does that look like? It looks like having people who know how to get underneath a presenting problem rather than reaching straight for a solution. Who know how to involve the people most affected by a service in understanding and improving it – and we’re not talking about sending a survey to a hundred people at the end of a project. We’re talking about meaningful, well-designed engagement at the start, using data to measure performance but also understand experiences and make the case for change in a way that senior leaders can act on.

And here is the thing about building that capability internally: it compounds. Each project makes the organisation better at the next one. The frameworks become part of how people think. The instinct to ask, “what is the experience of the person this is designed for?” becomes embedded in how improvement work is approached. The organisation gets better at understanding itself and better at improving.

What this looks like in practice

An education organisation with genuine service design capability approaches improvement work differently from the outset. When a problem surfaces – for example, a spike in staff absence, or consistent feedback that a transition programme is not working – the first move is to understand what is actually going on for the people inside the problem, not choose a solution.

That might mean spending time with staff, students or families in a structured way to explore their experience more thoroughly and personally. Developing this understanding shapes the design of whatever comes next, which means the solution is far more likely to address the real issue rather than the presenting symptom, making it far more likely to take root. It means the organisation stops spending resource on fixes that do not fix things and starts building services that work.

Done well, this is a faster process than the alternative because it reduces the number of times the same problem comes back to the agenda, which is one of the most significant drains on leadership time and organisational energy in education.

A closing thought

The organisations that will be best placed to navigate the pressures ahead are not necessarily the ones with the most resources or the most sophisticated strategies. They are the ones that understand their services from the inside, that have built the capability to know what the experience of their staff, students and families actually is, and to improve it in ways that are systematic, sustained and genuinely human in their approach.

Building that capability is a leadership decision. It requires investment in the right people, the right development opportunity, and the right conditions to put good practice in place. But the return on that investment, in terms of the quality and consistency of what the organisation delivers, is significant.

The Level 6 Service Designer apprenticeship is designed to build exactly this capability – in professionals who are already doing improvement, transformation or operational work in education, and who are ready to do it with a more rigorous, more human-centred, and more strategic set of tools.

If you are a senior leader who wants to explore what that could mean for your organisation, we would love to have the conversation.

P.S. – We have a fantastic Level 6 Service Designer Apprenticeship specifically for educators where you can draw down apprenticeship funding! You can find out more from The Glass House Leadership Lab website.

Dr Matt Silver
Vice-Chair, NAPCE

Find Out More2. “Why Empower Hour became one of the most powerful pastoral tools I experienced as a Headteacher” by Vonny Shelley, Former Headteacher and Education Consultant, Akshaya Patra UK

Schools today carry extraordinary responsibility. We are not only educating children academically; we are helping them navigate anxiety, poverty, loneliness, family pressures, social challenges and an increasingly complex world. Pastoral care has never been more important, and schools have never been more stretched.

As school leaders, we know that for so many children, the end of the school day is precisely when some of the biggest challenges can begin.

Some return to homes where there is nobody available to hear them read. Some have nowhere quiet to complete homework. Some spend their evenings isolated from friends. Some don’t have opportunities to discover a new interest, build confidence or simply enjoy being a child. Often, simply sitting around a table to share a meal and conversation just isn’t possible.

We know that these circumstances aren’t always because of a lack of care at home. Whilst families are navigating increasingly challenging conditions, educators see the impact of these realities echoing into the classroom.

In 2024, when Akshaya Patra – a UK-based children’s food charity – arrived to introduce its award-winning after-school programme, Empower Hour, to Springfield Academy in Nottingham, where I was headteacher at the time, I was struck by their beautifully simple philosophy:

Nutritious food + educational support and opportunity = hope.

I immediately saw the potential in re-thinking what extending the school day by 60 minutes could look like – and what it could mean for our school community.

Rather than adding yet another initiative to an already crowded timetable, and without a prescriptive model, Empower Hour gave us licence to create something that could address several objectives simultaneously.

For us, we saw it as a way to build on our pastoral culture.

Twice a week, Empower Hour provided a space to cultivate calm and routine where children could spend time with trusted adults to read, listen, encourage and support (without the pressures of the classroom), and feel that they belonged.

After the sessions, everyone sat down together to a hot and nutritious meal where different conversations sprang to life, listening and social skills developed, and confidence began to grow.

We know that pastoral care is rarely defined by one significant intervention. More often, it is built through many small moments.

The child trying a new food for the very first time – and asking for more!

The bonding conversations between staff and pupils that simply didn’t have a chance to emerge during a busy school day.

The students who became less overwhelmed by homework because someone was there to help throughout the school year.

The mother of three autistic boys who came into school simply to tell us that those two Empower Hour sessions each week had transformed family life. Knowing her sons were safe, supported, engaged and enjoying a healthy meal gave her precious breathing space and allowed her to be the parent she wanted to be when they came home.

Pastoral leaders know that these kinds of moments can change children’s lives and trajectories.

At Mora Primary School, the Headteacher describes how Empower Hour has “helped targeted children access quality food and enrichment opportunities”, particularly supporting children who may not have access to a computer, space or time at home to complete their homework.

At Green Dragon Primary School, their SENDCo has seen the confidence of quieter children grow significantly, with children developing greater independence and social confidence through new opportunities made available to them through Empower Hour.

At Harris Science Academy East London, the Principal reported that more pupils became willing to stay after school for additional academic support on days when dinner was available.

At Laurance Haines, Empower Hour has been powerful for their Young Carers, giving these children “time and space to be children”. In addition to lightening the load for this vulnerable group, school leadership said that “the coming together and sharing of food is so powerful – the conversation around a dinner table supports the children’s emotional wellbeing and oracy skills”.

Empower Hour helps give schools a place to unlock more of those moments.

I’m delighted that Akshaya Patra UK will have the opportunity to explore this theme further as part of the panel discussion at the NAPCE National Conference this October. They’ll be discussing how schools can re-think the after-school space as an integral part of pastoral provision, sharing the experiences of partner schools and reflecting on how increased access to enrichment and nutrition can support children’s wellbeing and help strengthen a culture of care and belonging across the wider school community.

I hope the discussion sparks new ideas, encourages collaboration and, above all, celebrates the incredible work pastoral leaders undertake every day to ensure every child feels safe, valued and that they truly belong.

If there’s one thing my journey with Empower Hour has taught me, it is that schools don’t have to carry this responsibility alone. There are organisations, partners and people who share the same mission as schools do in building communities where every child is nourished and given the opportunity to thrive.

If Empower Hour resonates with the needs of children and families in your own school community, Akshaya Patra UK would love to hear from you. Whether you would like to explore bringing Empower Hour to your school, understand more about how the model works, or simply start a conversation about what support could look like in your community, please get in touch with Erika Loch, Director of Strategic Partnerships and Planning, Akshaya Patra UK: erika.loch@akshayapatra.org.uk

I hope the conversation at the NAPCE Conference will inspire even more of those partnerships to grow.

With a new academic year approaching, now is the time to reflect on the previous year and plan how to respond to new opportunities and challenges. How can schools develop and sustain a positive culture where learners can thrive and achieve? This doesn’t just happen but needs to be planned to take advantage of ideas and good practice. The pastoral work of the school provides the foundations that schools can build on to develop positive cultures for learning and to provide support, guidance and inspiration for the learners in their care.

Every school is different and has different challenges, but there are huge benefits from meeting with professionals in similar roles in different situations and from being inspired by other professionals who have a passion for children and young people achieving their full potential through their education. Since it was formed in 1982, the National Association for Pastoral Care in Education has been sharing good practice in providing guidance and support for learners. The NAPCE Annual Conference is not just an opportunity for members to meet and discuss current issues and challenges in education, but for all professionals with an interest in making a difference to share practical strategies and actions that enable learners to thrive as human beings and to achieve in preparation for their future lives. Attending the Annual Conference is inspirational for professionals with an interest in pastoral care or working in pastoral roles and develops understanding of practical ideas that work.

The 2026 Annual Conference will focus on inclusion and belonging in education, which are important current topics for schools wanting to ensure that they are accountable to national expectations and providing the best possible learning experience for their learners. It takes place at the lovely venue overlooking Worcester Cathedral at Worcestershire County Cricket Club on Friday 9th October. There are good transport links from London, Birmingham and other parts of the UK, and there is a Premier Inn hotel next to the venue.

Keynote speakers include Andrew Wright OBE, Chair of the Attachment Research Community; Zoe Ali, who was recently seen as the Deputy Headteacher in the television programme Educating Yorkshire; and Dr Anne Emerson, who recently published a book entitled How to Be and Remain a Compassionate Educator.

The programme will include good practice presentations by schools and professionals who have been finalists in the National Awards for Pastoral Care in Education, organised by NAPCE. The day will finish with a lively debate and discussion, with a panel of invited guests answering questions from delegates.

Tickets for this conference are limited, so book your place today to avoid disappointment. Tickets for the conference include lunch and refreshments, as well as the opportunity to visit displays and network with other delegates.

Book your tickets here: https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

If you have any questions, please contact the NAPCE Admin Team at admin@napce.org.uk.

We look forward to meeting up with members and delegates at the 2026 Annual Conference.

EVENT: 4. QT Panel Line-up Announced for NAPCE Annual Conference 2026

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4. A great line up has been announced for the Question Time Panel at the NAPCE 2026 Annual Conference on Friday 9^th October in Worcester.

Here are the confirmed panelists for the event.

Vonny Shelley, Educational Consultant, Akshaya Patra UK

Vonny Shelley is a former headteacher with over 30 years’ experience in education, with a particular passion for inclusion, SEND and creating school cultures in which children feel they belong. Most recently, she has worked as Education Consultant for Akshaya Patra UK, supporting the development of Empower Hour and its role within schools’ wider pastoral provision. She is now Founder and Headteacher of Homebrook Woods, a new specialist primary SEND school being established for children with autism and associated communication and anxiety-based barriers to education.

Daniel Machin, Principal Queen Ethelburga’s Collegiate, York

Educated with a degree in Business and subsequently qualified teacher status, Dan joined Queen Ethelburga’s as a Teacher of Business Studies and ICT in September 2005. Over his twenty-one-year career at QE he has carried out a number of interesting and varied roles including Head of Sixth Form, Head of College, Vice Principal and now Principal of the Collegiate, a position he has held since 2021. With an interest in leadership and management, he focuses his as Principal on supporting so many staff and students to achieve the school’s mission, to be the best that you can with the gifts that you have. Outside of his role as Principal, his hobbies include a keen interest in motor racing, travel, and football!

Becky Dawson, National Wellbeing Lead, Twinkl Ltd

Becky is the National Wellbeing Lead for Twinkl Educational Publishing, with over 25 years in education and mental health, her experience spans mainstream roles (SENCo, Safeguarding Lead) and leading a Whole School Approach to Mental Health across Primary and Secondary Schools in Newham. She developed an alternative provision programme over 5 years and delivers training for the South London Listens Be Well hubs programme and the Charlie Waller Trust.

Erika Loch, Strategic Partnerships and planning Director at Akshaya Patra Foundation.

Erika Loch is a business advisor and strategist, non-executive director, writer, poet, and general agitator against social injustice – currently acting as Strategic Partnerships and Planning Director at The Akshaya Patra Foundation UK.Erika initially joined Akshaya Patra in 2020 to support the opening of its first international kitchen and has since supported the organisation’s strategic development across various initiatives, including the development of charity’s flagship and award-winning program Empower Hour
 
Helen Baker, Head of LA Partnerships and Transition at Pupil Pathways 

Helen Baker is Head of LA Partnerships and Transition at Pupil Pathways, working with local authorities and schools nationwide to improve support for children at key educational transition points. She is committed to ensuring inclusive transitions for all learners, particularly those with SEND, vulnerable, and disadvantaged backgrounds.
Through Pupil Pathways’ StepIntoSchool, SixIntoSeven, and Foresight platforms, Helen helps schools and local authorities identify readiness, risks, and support needs early, enabling joined-up, evidence-based approaches that improve outcomes for children and young people. She is passionate about ensuring every child starts a new phase of education feeling seen, understood, and fully supported.
 
Dominic Riste, Assistant Headteacher, (Pastoral) Woodlands School Basildon

Dominic Riste began his teaching career following his study of English Literature at Canterbury Christ Church University. He completed a first-class degree and went on to complete an MA in English Literature. He is dedicated to the personal and academic development of young people and has a track record of leading impactful pastoral care in schools across East London and Essex as an English Teacher, Head of Year and now as an Assistant Headteacher and Designated Safeguarding Lead.  
 
Driven by a commitment to high expectations for all pupils and a belief in the importance of education, Dominic holds the National Professional Qualification for Headship (NPQH) and is committed to continuing to support pupils in removing barriers for learning.

Have a Question for our Panelists or Want to Book Tickets?
 
If you are attending the conference and have a question for the Panel about pastoral care and support for learners, email admin@napce.org.uk. If you have not got your tickets for the conference, they are going fast so please cook yours here https://www.eventbrite.co.uk/e/napce-annual-conference-2026-inclusion-and-belonging-in-education-tickets-1870491232629?aff=oddtdtcreator

The National Awards for Pastoral Care in Education 2026 Presentation Evening is now fully booked.

But if you’re interested in attending you can join our Waiting List. Please email admin@napce.org.uk and request to join.

For the 2026 National Awards for Pastoral Care in Education
Organised by NAPCE – The Programme

Vanue: The Graeme Hick Pavilion
Worcestershire County Cricket Club, New Road, Worcester, WR2 4QQ

Event Programme

6:30pm – Guests arrive on the red carpet. Prosecco Fizz reception and buffet provided by NAPCE. Dress to Impress.

7:00pm – Welcome from Phil Jones, National Chair of the National Association for Pastoral Care in Education, and host for the evening.

7:05pm – Entertainment – Dance in Motion from Malvern.

7:15pm – Guest Speaker.

7:25pm – Entertainment – Michelle Williams, female vocalist.

7:35pm – Announcement of the winners and presentation of prizes to finalists and winners.

8:15pm – Close by Phil Jones.

Followed by photographs.

Music from Michelle Williams.

The event will also feature:

Professional photographer – Simon Hannagarth

The Magic Photo Mirror will be open for guests.

Professional entertainment – Michelle Williams

Pay bar available until 10:30pm.

PODCAST: 6. NAPCE National Chair Phil Jones’ Interview on Twinkl Podcast is now LIVE

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6. NAPCE Chair Phil Jones’ Interview for Twinkl Podcast is now Available

The Twinkl podcast episode featuring NAPCE National Chair, Phil Jones, is now available on main platforms.

Phil chatted to host, Becky Dawson, who is the National Wellbeing Lead for Twinkl Ltd, and discussed some of the important issues and challenges facing professionals working in pastoral roles in schools.

It was an opportunity to talk about the work that NAPCE does to share good practice in the pastoral care and support of learners.

Phil responded to questions from the podcast host, Becky Dawson, who is the National Wellbeing Lead for Twinkl Ltd, and discussed some of the important issues and challenges facing professionals working in pastoral roles in schools.

Summarising the discussion for the In This Together podcast Becky wrote:-

“Phil Jones and I explored the importance of remembering that everyone working in a school has a pastoral role. I used to hear teachers talk about the fact that they were there to teach their subject and were frustrated about having to deal with “other issues” but the fact is those other issues are often barriers to learning.

Phil reminds us that sometimes it is as simple as considering our interactions with a child or young person, particularly if we are their class teacher or form teacher and seeing them at the beginning of the day. These interactions can make a huge difference and give children the touchpoint they need to feel positive.

Hear the full episode and let us know what you do to prioritise pastoral care in your setting.

Twinkl is a digital EdTech firm and educational publisher, founded in 2010 and headquartered in Sheffield, England, producing teaching and educational materials. Twinkl has provided educators around the world with high-quality, low-cost teaching resources for over a decade.

NAPCE is delighted that Twinkl is the sponsor of the award for Outstanding Contribution to Pastoral Care for the 2026 National Awards for Pastoral Care in Education, organised by NAPCE.

Listen to the podcast on your favourite platform.

Spotify: https://open.spotify.com/episode/1Hn7zPbYfcQZJnSahZrecx?si=e8Mh5x4bRjigzhkh-dUkVw
YouTube: https://youtu.be/xhpib50nbxc
Apple: https://podcasts.apple.com/gb/podcast/why-we-need-pastoral-care-with-phil-jones-in-this-together/id1834417979?i=1000789790592

LEAD ARTICLE: 1. “Holiday Reading – From Maslow to the Classroom: Building Positive Relationships” by NAPCE Secretary Jill Robson

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1. Holiday Reading – From Maslow to the Classroom: Building Positive Relationships by Jill Robson

I am sitting down to write this article aware of the fact that when it appears in the August newsletter, the majority of teachers and educationalists will be on holiday, having a well-deserved rest, recharging their batteries and probably paying a premium price for the privilege. One of the best things about being retired teachers is the ability to take term-time holidays, and last year we took full advantage of that and spent the two months of January and February in the Southern Hemisphere.

On a weekend visit to Johannesburg, I was delighted to discover that our travel agent had booked us into the Maslow Hotel. The hotel was named after the psychologist Abraham Maslow and his hierarchy of needs. The hotel’s branding and business philosophy are directly inspired by the pyramid theory, ranking human motivation from basic physiological needs (like a comfortable bed and good food) up to self-actualisation. I have long been a huge admirer of Maslow’s hierarchy of needs; it is an ordered and logical approach which can provide schools with a model to enable students to reach their potential, so it was interesting to find a commercial business that had adopted both the tiered pyramid model and the psychological approach to hospitality.

At the base of the pyramid, Maslow placed physiological needs. Over the last few years, the NAPCE Awards nominations have included many schools and individuals who have catered incredibly well for the physiological needs of their students. After years of increasing child poverty, this has obviously been a vital focus in the pastoral care of their students. It does, however, seem incredible that in one of the richest countries in the world, any of our children should go to bed hungry or have to sleep on the floor. Recent reports have stated that there are 6 million people living in furniture poverty and that 1 million of them are children, so there is obviously a need for schools to provide breakfast clubs, holiday clubs with free lunches, school uniform banks and often beds.

The next layer of the pyramid is concerned with safety and security needs, and again schools are catering for these needs by providing safe spaces and support hubs, anti-bullying and e-safety programmes, health education, and many more facilities to ensure the safety of their students.

At the third tier, we have the love, belonging and friendship needs which all humans require on an emotional level.

Pastoral care is about good relationships. Generally, physiological needs are able to be met with a supply of resources, but as you move up the pyramid, catering for the higher-tier needs is not as straightforward. One in ten children have been referred to mental health services in the last year, and that can be attributed to many different factors, but when I hear of this happening, I often think of the line from the Crocodile Dundee film. When being told that someone had spent a great deal of money on seeing a psychiatrist, the title character asks, “Doesn’t she have any mates?”

Whilst I appreciate that this might seem a flippant or simplistic view of mental health issues, which often have very complex causes, undoubtedly loneliness and a lack of support from friends contributes towards poor mental health.

Dr Caron Carter, one of the associate editors of the NAPCE journal, Pastoral Care in Education, spoke at the 2024 NAPCE Conference about the importance of children’s friendships, and whilst everyone might recognise that it is a vital part of a child’s school experience, it is not always easy to achieve. There is no guarantee that every child will find friendship in school, or outside it for that matter, but it is vital that we try to develop relationships within the classroom. Many schools have introduced initiatives like friendship benches, peer mentors, as well as PSHE programmes to assist in this. During my career, I have used a variety of activities in PSHE to try to build good relationships in the groups I taught.

Whilst doing a course at university, I was fortunate to have seminars with an American lady called Donna Brandes, who co-authored, with Howard Phillips, a book called The Gamester’s Handbook. Over the years, I have adapted the ideas and games that she devised to create lessons to develop good relationships in my classes.

One that I found invaluable was the game “How Do You Like Your Neighbour?” I used it with new classes and always found it effective, particularly with new Year 7 students.

How Do You Like Your Neighbour?

Start with students sitting in a circle. Discuss when you meet new people: what is the first thing you need to know about them? Someone usually provides the answer that it is their name. You explain that they are going to play a game to learn everyone’s name.

The rules: One person starts in the middle, having removed their chair from the circle. They ask anyone they choose, the question, “How do you like your neighbour?” That person must answer in one of three ways:

1. “I like ___ and I like _____.” (They must be able to name the people on either side of them.) With this response, everyone stays where they are and the person in the middle must ask someone else the question.
2. “I like ___ and I like _____, but I would like to change them for _____ and _____.” (They name two others.) At this point, all four named people swap seats. When this happens, the person in the middle tries to take one of the vacant seats. The person without the seat continues with the same question.
3. “I don’t know.” (Used when the person cannot name the people on either side, or if they just choose this response.) Then everyone has to move and must move at least two seats away. The person left without a chair continues with the questions.

Students are allowed to ask the people on either side of them their names. After about 10–15 minutes of the game, everyone should be able to name the rest of the group.

Variation on the rules: Rather than just saying they like someone, the person asked has to give a reason for liking those people.

Usually, when this rule is applied, students are reluctant to give people compliments. It is an opportunity to point this out to the students, discuss why people are reluctant to give positive comments and what it feels like when someone does say something nice about you.

Group Interview Game

I usually then move on to the game, “Group Interview”.

We discuss that when you meet new people, it is useful to have some information about them in order to hold a conversation with them. We talk about asking open questions, that don’t give a “yes” or “no” answer, and how to phrase them in order to learn as much as you can about someone. We also talk about inappropriate questions and the fact that people have the right not to answer them.

At the start of the game, each person in the circle asks the person to their right, a question. When they have answered, they ask the person to their right, until everyone has asked a question. We then go around the other way so the person on their left is asked the question.

You can also develop this by asking people to talk about something someone has said that they may have in common, e.g. supporting the same football team, or having the same hobbies or interests.

Group Rule

To conclude the session, I give everyone a piece of paper and ask them to write down three rules that they would like their group to follow in these lessons. When they are collected, I do a tally chart of the statements. They have basically been the same with every class I have worked with and are usually:

1. Don’t talk when someone else is speaking.
2. Listen to what everyone says.
3. Don’t make fun of people or what they say.

Finally, we have a discussion about similarities and differences in people and how everyone is a unique individual, but life is nicer when we are kind and respectful to people and make an effort to get to know them.

I have used these activities on many occasions throughout my career and have always found them to be well received by the students and a great starting point for developing positive relationships in my classes.

If, while lying on a sunny beach, dreaming of retirement when you will be able to book a term-time holiday and wondering what you are going to do with your new Year 7 class, you would like to try something different, please feel free to try them out.

Have a good holiday!

Jill Robson
Secretary, NAPCE

Find Out More2. Join the Reviewer Team for Pastoral Care in Education

Pastoral Care in Education is a highly regarded international academic journal published by Taylor & Francis and focusing on the social, emotional and educational wellbeing of children and young people across schools, colleges and universities.

With a strong and growing national and international readership, the journal is seeking to expand its panel of peer reviewers and invites expressions of interest from academics and professionals with expertise in pastoral care, wellbeing, inclusion and related areas.

Reviewers play a vital role in maintaining the quality and integrity of the journal. Through the peer-review process, they provide constructive and critical feedback on submitted manuscripts, helping to ensure that published research and scholarship make a meaningful contribution to policy, practice and understanding within the field.

We are particularly interested in hearing from individuals who:

• Have expertise and experience in pastoral care, wellbeing, inclusion or related areas of education; and/or
• Have previous experience of reviewing academic manuscripts, grant applications or professional publications; and/or
• Have experience of conducting educational research, ideally at Master’s, doctoral or postdoctoral level.

Serving as a reviewer offers an excellent opportunity to engage with emerging research, contribute to the development of the field and support the wider academic community.

If you would be interested in joining our reviewer team, please email a brief summary of your relevant experience, reviewing experience (where applicable) and areas of interest or expertise to:

Professor Noel Purdy OBE
Editor, Pastoral Care in Education
n.purdy@stran.ac.uk

We look forward to hearing from colleagues who would be interested in supporting the journal’s continuing development and impact.

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3. A New Academic Year Provides New Opportunities and Challenges

With a new academic year approaching, now is the time to reflect on the previous year and plan how to respond to new opportunities and challenges. How can schools develop and sustain a positive culture where learners can thrive and achieve? This doesn’t just happen but needs to be planned to take advantage of ideas and good practice. The pastoral work of the school provides the foundations that schools can build on to develop positive cultures for learning and to provide support, guidance and inspiration for the learners in their care.

Every school is different and has different challenges, but there are huge benefits from meeting with professionals in similar roles in different situations and from being inspired by other professionals who have a passion for children and young people achieving their full potential through their education. Since it was formed in 1982, the National Association for Pastoral Care in Education has been sharing good practice in providing guidance and support for learners. The NAPCE Annual Conference is not just an opportunity for members to meet and discuss current issues and challenges in education, but for all professionals with an interest in making a difference to share practical strategies and actions that enable learners to thrive as human beings and to achieve in preparation for their future lives. Attending the Annual Conference is inspirational for professionals with an interest in pastoral care or working in pastoral roles and develops understanding of practical ideas that work.

The 2026 Annual Conference will focus on inclusion and belonging in education, which are important current topics for schools wanting to ensure that they are accountable to national expectations and providing the best possible learning experience for their learners. It takes place at the lovely venue overlooking Worcester Cathedral at Worcestershire County Cricket Club on Friday 9th October. There are good transport links from London, Birmingham and other parts of the UK, and there is a Premier Inn hotel next to the venue.

Keynote speakers include Andrew Wright OBE, Chair of the Attachment Research Community; Zoe Ali, who was recently seen as the Deputy Headteacher in the television programme Educating Yorkshire; and Dr Anne Emerson, who recently published a book entitled How to Be and Remain a Compassionate Educator. The programme will include good practice presentations by schools and professionals who have been finalists in the National Awards for Pastoral Care in Education, organised by NAPCE. The day will finish with a lively debate and discussion, with a panel of invited guests answering questions from delegates.

Tickets for this conference are limited, so book your place today to avoid disappointment. Tickets for the conference include lunch and refreshments, as well as the opportunity to visit displays and network with other delegates.

Book your tickets here: https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

If you have any questions, please contact the NAPCE Admin Team at admin@napce.org.uk.

We look forward to meeting up with members and delegates at the 2026 Annual Conference.

INTERVIEW: 4. NAPCE National Chair Phil Jones a Guest on Twinkl Podcast

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4. NAPCE Chair Phil Jones Interviewed for Twinkl Podcast

NAPCE National Chair, Phil Jones, was recently interviewed as a guest on the Twinkl podcast In This Together.

It was an opportunity to talk about the work that NAPCE does to share good practice in the pastoral care and support of learners.

Phil responded to questions from the podcast host, Becky Dawson, who is the National Wellbeing Lead for Twinkl Ltd, and discussed some of the important issues and challenges facing professionals working in pastoral roles in schools.

Without giving too much away as a spoiler, these included discussions about why education needs to be relevant to the children and young people in schools, preparing them for their future roles in society.

Twinkl is a digital EdTech firm and educational publisher, founded in 2010 and headquartered in Sheffield, England, producing teaching and educational materials. Twinkl has provided educators around the world with high-quality, low-cost teaching resources for over a decade.

NAPCE is delighted that Twinkl is the sponsor of the award for Outstanding Contribution to Pastoral Care for the 2026 National Awards for Pastoral Care in Education, organised by NAPCE.

The discussion with Phil will be available soon on the podcast In This Together, which explores all things relating to wellbeing in education.

INTERVIEW: 5. Phil Jones to Lead Trio of Education Conferences Later in 2026

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5. Phil Jones to Chair Three Education Conferences + NAPCE Event Update
NAPCE Chair Phil Jones has been invited to chair three conferences organised by Education Conferences UK during September and October, providing further opportunities for NAPCE to contribute to important discussions about the challenges and opportunities facing education professionals.

Phil will chair three events covering leadership and governance in Multi-Academy Trusts (MATs), improving attendance, and safeguarding and inspection.

The first conference, Leadership, Governance and Impact in MATs: Preparing for MAT-Level Inspection, takes place on Thursday 17 September 2026. The conference will explore issues around leadership, governance, accountability and preparing Multi-Academy Trusts for inspection.

Find out more about the Leadership, Governance and Impact in MATs conference.

Phil will then chair the Improving Attendance Summit 2026, which takes place on Tuesday 20 October 2026. Attendance remains a significant challenge for schools, and the summit will explore practical approaches to improving attendance, using data effectively, strengthening whole-school approaches and supporting learners who face barriers to regular attendance.

Find out more about the Improving Attendance Summit.

The following day, Wednesday 21 October 2026, Phil will chair the Preparing for Inspection of Safeguarding Conference 2026. The event will focus on strengthening safeguarding culture, evidencing impact and preparing schools and colleges for inspection expectations.

The conference will consider a range of important safeguarding issues, including contextual safeguarding, online harms, attendance, child-on-child abuse, safer recruitment and protecting vulnerable learners. It will also explore how schools can demonstrate that safeguarding is embedded within everyday practice and not simply focused on policies and procedures.

Find out more about the Preparing for Inspection of Safeguarding Conference.

Phil’s involvement in these three conferences reflects the contribution that NAPCE continues to make to wider conversations across education.

Leadership, attendance and safeguarding are all closely connected to the pastoral work of schools, and the opportunity to share ideas and good practice across these areas is an important part of supporting professionals and improving outcomes for children and young people.
NAPCE Events Update – Only Six Tickets Remaining for the National Awards
There is also exciting news about NAPCE’s own events taking place on Friday 9 October 2026 at Worcestershire County Cricket Club.

Only six tickets remain for the National Awards for Pastoral Care in Education 2026, organised by NAPCE. The Awards provide an opportunity to celebrate the outstanding contribution being made by schools, colleges and education professionals to pastoral care and the wellbeing of children and young people.

With tickets now very limited, anyone wishing to attend the National Awards is encouraged to book soon to avoid disappointment.

Tickets are also available for the NAPCE Annual Conference, which takes place at the same venue on the same day. The 2026 conference will focus on inclusion and belonging in education and will provide an opportunity for professionals to hear from keynote speakers, share good practice, network with colleagues and explore practical approaches to supporting learners.

The Annual Conference and National Awards offer two fantastic opportunities to come together with colleagues from across education and celebrate the important contribution that pastoral care makes to the lives of children and young people.

For further information and to book tickets, please visit:

Conference

https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

Awards

https://NAPCEPRESENTATION26.eventbrite.co.uk

LEAD ARTICLE: “Pastoral Care in not something schools do; It is something schools are” by NAPCE’s Dr Amanda Hatton

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“Pastoral Care in not something schools do; It is something schools are” by NAPCE’s Dr Amanda Hatton

Pastoral care is often described as the heart of a school.

However, it is not just an initiative or a programme, nor is it the responsibility of one team or individual. Rather, it is part of the culture and identity of the school. It is found in the relationships, routines and everyday interactions that help children feel safe, valued and ready to learn.

The most effective pastoral care is rooted in genuine listening and trust, making space for curiosity. It is one of the clearest expressions of a school’s ethos and values, where those values move beyond words and become part of children’s everyday experience.

Over recent months, I have had the privilege of visiting schools and working alongside staff.

This newsletter draws on some of the common themes I have observed during those visits, reflecting on the importance of pastoral care and the many ways it is brought to life in schools every day.

Pastoral care underpins children’s experience of school, providing stability, consistency and trusted relationships. As schools navigate increasing complexity, it matters now more than ever.

Schools are supporting children and families with increasing emotional wellbeing needs, rising levels of anxiety, attendance challenges, SEND pressures, online influences and social media pressures, financial hardship, and complex safeguarding issues.

Although these challenges are significant, they also remind us why strong pastoral care is so important.

Support is provided through the culture that is created by everyday experiences, including children being greeted by name, adults noticing changes, predictable routines, opportunities to be heard, consistent responses and a genuine sense of belonging.

Current safeguarding guidance reminds us that creating a culture where children feel safe, listened to and supported is everyone’s responsibility.

If pastoral care is something a school is, rather than simply something it does, then it cannot rest solely with a pastoral team, safeguarding lead or senior leader.

It is shaped by every adult who is part of the school community. Pastoral care is often found in the ordinary moments that can easily go unnoticed.

It is the smile and greeting at the school gate, the teacher who notices a child is quieter than usual, the teaching assistant who quietly offers reassurance, the office staff member who recognises when a child seems unsettled, the lunchtime supervisor helping children navigate friendships, or the site staff member who takes a moment to chat as pupils walk across the playground.

Individually, these interactions may seem small, but together they create an environment where children feel seen, valued and safe.

When children experience consistent kindness, respect and genuine interest from the adults around them, they begin to develop a sense of trust and belonging.

They learn that there are people who will listen, notice when something is wrong and respond with care. These everyday experiences help to build the relationships that sit at the heart of effective pastoral care.

Over recent months, I have had the privilege of visiting several schools and working alongside dedicated professionals. One of the things that has struck me most is that the strongest examples of pastoral care are rarely defined by one initiative or intervention.

Instead, they are reflected in a shared culture where everyone understands that they have a role to play in supporting children and young people.

Whether directly or indirectly, every interaction has the potential to make a difference. In my observations, I have noticed that these aspects are woven into the school day by everyone.

Perhaps this is one of the greatest strengths of a caring school community: every member of staff can help a child feel that they matter.

My visits to a number of schools have enabled me to see and feel how pastoral support is lived and experienced.

They have also reminded me that small things can communicate care and belonging. For example, one child smiled, said hello and asked how I was, while another said, “Goodbye, I hope you enjoy the rest of your day.”

These small, authentic moments are often the ones that communicate care and belonging most powerfully.  They reflect a culture where kindness, respect and genuine human connection are valued and modelled.

Discussions with children highlighted the importance of moments of connection with staff and with one another, and how these create a sense of belonging.

They spoke about respecting one another, taking active roles in supporting each other throughout the day, building friendships, recognising when they needed to regulate their emotions, and knowing how and where to seek help.

This moved beyond the importance of providing sensory spaces, quiet areas and supportive physical environments, demonstrating that children are not only recipients of care but also learn to extend care to others.

This reflects what might be described as an “invisible curriculum”: the aspects of school life that exist within the environment, atmosphere and relationships, where pastoral care is woven into everyday interactions rather than being confined to formal learning, the curriculum, planned strategies or interventions.

Children are always learning from the culture around them. Through this invisible curriculum, they learn what a school truly values and develop their own sense of belonging within that community. They learn that they can ask for help, that they are valued, and that relationships matter.

Viewed through a children’s rights lens, we can consider the importance of effective pastoral care, where children’s rights are realised through culture and practice, not just policies.

This is where rights become meaningful: where children are protected, listened to, respected, included and supported to participate.

Children are experts in their own experiences, and their voices provide valuable insights into the relationships, environments and everyday moments that help them feel safe, valued and that they belong.

Through this lens, pastoral care becomes something we create together, in partnership with children. As we approach the end of another busy academic year, we should thank everyone working in our schools.

Pastoral care involves significant emotional labour and often many extra hours added to the working day. Every day, staff are alert, noticing, listening and responding.

In holding this space, they often carry the weight of difficult stories while, at the same time, providing stability for children, both individually and collectively.

The kindness, patience and consistency shown every day often go unseen, yet they make an immeasurable difference to children’s lives.

Providing support for staff wellbeing is crucial to sustaining this culture, and a culture of care is strongest when it includes care for the adults as well as the children.

I hope the summer break offers an opportunity to rest, reconnect with family and friends, and return refreshed for the new school year. Looking after ourselves is not separate from looking after others; it is part of sustaining the compassionate relationships that lie at the heart of pastoral care.

Pastoral care is rarely defined by a single initiative or programme.  More often, it is found in the everyday moments that reassure a child they are safe, valued and that they belong.

Those moments may seem ordinary, but their impact can last a lifetime.

Dr Amanda Hatton
NEC Member, NAPCE

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National Awards for Pastoral Care in Education 2026 – Finalists Announced.

NAPCE was delighted to reveal the finalists for the National Awards for Pastoral Care in Education 2026 this month.

Following another exceptional year of nominations from across the UK and around the world, our independent panel of judges has selected an outstanding group of finalists whose commitment to pastoral care is transforming the lives of children and young people every day.

Congratulations to every finalist on this remarkable achievement. The winners will be announced at the prestigious Presentation Evening on Friday 9 October 2026 at the Graeme Hick Pavilion, Worcestershire County Cricket Club, Worcester.

Now in its seventh year, the National Awards have become the UK’s leading celebration of excellence in pastoral care in education.

Organised by NAPCE and proudly supported by Headline Sponsor Flourish, the Awards recognise the individuals, teams, schools and organisations that place wellbeing, belonging and inclusion at the heart of education.

They celebrate outstanding practice, inspire innovation, share excellence across the profession and shine a spotlight on those making a lasting difference to the lives of children and young people.

The standard of nominations this year has once again been exceptional, reflecting the passion, creativity and dedication of those working across education to ensure every learner feels supported, valued and able to thrive.

NAPCE National Chair Phil Jones said:

“Everyone who entered this year’s Awards should be immensely proud of the difference they make to the lives of children and young people through outstanding pastoral care. The quality of nominations has once again been exceptional, making the judging process both challenging and inspiring.

“Congratulations to all our finalists on this well-deserved recognition. Your commitment to creating inclusive, caring and supportive educational environments is making a real impact, and we look forward to celebrating your achievements together in Worcester on 9 October.”

Tickets for the Presentation Evening are free for finalists and their guests and can be booked at:
https://NAPCEPRESENTATION26.eventbrite.co.uk

ON THE SAME DAY – The NAPCE Annual Conference – Inclusion and Belonging in Education takes place during the day at the same venue. Finalists and their guests can attend at half the standard ticket price by booking at:
https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

National Awards for Pastoral Care in Education – The Finalists

Pastoral Development of the Year

Sponsored by Taylor & Francis

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

Empower Hour at Harris Science Academy – East London
Helen Parfect, Hobbs Centre, The Netherhall School & Oakes College – Cambridge
I3ntegrate Counsellors in School – Cambridge
The Nest, Sonning Common Primary School – Reading
Wellbeing Team, Wellingborough School – Wellingborough

Raising Awareness About Pastoral Care

Sponsored by The Association of School and College Leaders

Criteria: An individual, group or organisation that has raised awareness of pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

Chris Tooley, Principal, The Netherhall School & Oakes College – Cambridge
Harris Academy Peckham – Peckham, London
Emily Malsom, Dene Magna School – Gloucestershire
John Leggott College – Scunthorpe
Jaspar Khawaja, Institute of Education, UCL & States of Mind

Outstanding Contribution to Pastoral Care

Sponsored by Twinkl

Criteria: A person, group or organisation that has made a real difference for the benefit of young people through pastoral care.

Rachel Davenport,The Netherhall School & Oakes College – Cambridge
Susan Gee, Shinsei Academy – Manchester
Claire Sutton, The Netherhall School & Oakes College – Cambridge
Sam Coton, Better Me Better You C.I.C – Worcestershire
Laura Stow, The Netherhall School & Oakes College – Cambridge

International Contribution to Pastoral Care

Sponsored by EDClass

Criteria: An international school, organisation or individual outside the UK that has promoted or delivered high-quality pastoral care.

Guangzhou Happy Seeds – Guangzhou, China
Primary Years Programme Pastoral Care, ISA Wuhan International School – Wuhan, China
ISA Tianhe International School – Guangzhou, China
Cogdel Cranleigh School Changsha – Changsha, China
Ally Feng, Dean of Upper School, BASIS International & Bilingual Schools Wuhan – Wuhan, China

Effective Pastoral Care to Support Transition

Sponsored by Pupil Pathways

Criteria: Demonstrating outstanding collaborative work to ensure children and young people experience positive transitions into new schools or educational settings.

Stockport Academy – Stockport, Greater Manchester
Lagan College – Belfast
Addey and Stanhope School – New Cross, London
Arushi Madaan, The Netherhall School & Oakes College – Cambridge
Denton Community Academy – Denton, Greater Manchester

Pastoral Team of the Year

Sponsored by Connect to Purpose

Criteria: A pastoral team demonstrating exceptional commitment to supporting young people to achieve their full potential.

Gospel Oak School – Tipton, West Midlands
Prospect House School – London
Withington Girls’ School – Manchester
St George’s Junior School Pastoral Team – Shrewsbury
Loreto Grammar School – Omagh

Pastoral Member of Staff of the Year

Sponsored by Flourish

Criteria: A member of staff who consistently goes above and beyond to support young people and help them succeed.

Janine Fogg, Mossley Hollins High School – Ashton-under-Lyne, Lancashire
Jackie Challenger, Severnbanks Primary School – Lydney
Hannah Campbell, St Patrick’s College– Dungannon
Marie Quetant, Harris Science Academy East London
Tonia Webb, LEO Trust – Cheam, Surrey

Pastoral Leader of the Year

Sponsored by Vicki Blackburn

Criteria: A leader who inspires colleagues through a passion for pastoral care and makes a lasting difference to the lives of young people.

Chris Woods, Deputy Principal, The Netherhall School & Oakes College – Cambridge
Zoe Ali, Deputy Headteacher, Thornhill Community Academy – Dewsbury, West Yorkshire
Chris Tooley, Principal, The Netherhall School & Oakes College – Cambridge
Claire Haller, Deputy Principal, John Leggott Sixth Form College – Scunthorpe
Michelle Black, Assistant Head (Pastoral), Djanogly Strelley Academy – Nottingham

Pastoral School of the Year

Sponsored by Global Equality Collective

Criteria: A school demonstrating an outstanding commitment to pastoral care that makes a real difference to the progress and personal development of young people.

Netherhall School & Oakes College – Cambridge
Richard Cloudesley School – London
Stoke Heath Primary School – Coventry
ISA Tianhe International School – Guangzhou, China
Woodlands Primary School – Telford, Shropshire

Additional Awards

The following awards will also be presented during the evening:

• Outstanding Pastoral Care for SEND Learners – The Edith Gerda Hanko Legacy Award
• NAPCE Special Recognition Award
• NAPCE Lifetime Achievement Award

Presentation Evening

Friday 9 October 2026 (Evening)
Graeme Hick Pavilion
Worcestershire County Cricket Club
New Road
Worcester WR2 4RL

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Dr Peter Lang – An Obituary by Ron Best and Peter Ribbins

27/7/1935 – 23/5/2026

It is with great sadness at the passing of Peter Lang, who has died aged 90, and in appreciation of his contribution to education, and specifically to pastoral care, that we write. In regard to the latter, there are few people (if any) whose contribution has been greater. We begin with an anecdote which captures something of his personality.

When NAPCE was founded in 1981, there was already a West Midlands Association for Pastoral Care in Education, which Peter had been instrumental in setting up. At an in-service event in that part of the country a year or two later, the guest speaker was about to begin their presentation when the door flew open, and Peter erupted into the room. He had come to publicise the next meeting of that Association, and, to his astonishment and amusement, he was introduced with the words: “Ah! Here is Peter Lang, another giant of pastoral care!”  For many years Peter would refer to other NAPCE founders as ‘giants of PC’, or otherwise find ways of referring to the episode. He was a very accomplished cartoonist, and one of his hand-made cards pictured two large figures waving to each other across a valley, with the caption: “Happy Christmas …. from one giant of PC to another”!

And Peter deserved the title if anyone did. He was a founder-member of NAPCE, and it was largely on the basis of Peter’s experience and that of his colleagues in the West Midlands Association, and their appeal to Michael Marland to be the convenor of a working group set up to consider founding a national association, that NAPCE came into being at all. Peter was a senior lecturer at the University of Warwick, and it was through him that Warwick became the venue for HEC meetings, and for many years the home of the NAPCE Base. It was no accident that in time, Professor John Tomlinson, CBE, head of the education department at Warwick,  became our President. The facilities provided to NAPCE and the accommodation of our meetings and workshops were all made possible by Peter’s lobbying and Professor Tomlinson’s good offices.

Peter was elected to the founding NEC, and on the well-known principle of “If no-one else will do it, I suppose I’ll have to!”, he became NAPCE’s first treasurer. The duties of the role were not much to his taste; he was far happier floating ideas for activities and for the development of the Association and doing his best to make them happen. He was one of the original co-editors (with Peter Ribbins and Maura Healy) of the Journal  –   the first in the field   –   and contributed articles, editorials and book reviews to it. He also participated in the setting up of the first formal university courses relating to pastoral care in the UK, and was very active as a scholar, author and editor of books and convenor of meetings of teachers and others concerned with pastoral care and personal and social education (PSE).

With Michael Marland, he edited New Directions in Pastoral Care (Blackwell, 1985), which resulted from an ESRC-funded seminar on “The future research needs of pastoral care” held (you will by now be unsurprised to learn!) at Warwick in 1984, a ground-breaking event which cast pastoral care in the research spotlight for the first time. NAPCE was largely an association of secondary teachers, and the term ‘pastoral care’ almost always related to that sector. However,  Peter was anxious that we should consider the primary sector as well, and believed that secondary schools could learn a lot from primary practice. (In later years he became very interested in Circle Time, which was originally conceived with primary schools in mind). His book: Thinking about Personal & Social Education in the Primary School (Simon & Schuster, 1988), broke new ground in bringing an explicitly ‘pastoral care’ perspective to the literature relating to this sector.

During the 1980s, Peter co-edited (with Peter Ribbins) the impressive Blackwell Studies in Personal & Social Education and Pastoral Care. They were keen to ensure that the series would be academically rigorous and professionally relevant but remain rooted in the daily work of teachers and schools, and to this end, they imaginatively paired practising teachers with academics and teacher-trainers to write each book. The Cassell Studies in Pastoral Care and Personal & Social Education, co-edited with Ron Best, and which included a major book of articles (Pastoral Care and Personal-Social Education, Cassell/NAPCE, 1995) which he edited with Ron Best, Caroline Lodge and Chris Watkins, continued Peter’s work as a series editor. While this series did not maintain the practitioner-academic teams of the earlier (Blackwell) series, it introduced an international dimension to the field, not least through Peter’s involvement with pastoral initiatives abroad. Two books in the series were co-edited by Peter with academics from Western Australia, Portugal and Israel.

Peter was very much an ‘internationalist’. In 1988, he was part of a team of people including Ribbins, Best and Tomlinson, invited to be major contributors to the Singapore Educational Administration Society’s third Biennial conference on the theme: ‘The Pupil’s Growth  –  our Major Concern’. Spin-off conferences followed at Edith Cowan University in Perth (Western Australia), and at Bond University on the Gold Coast in Queensland. More books followed.

Meanwhile, with a desire to get away from the (largely) British label of ‘pastoral care’ and to employ a more inclusive concept which might appeal in other countries, Peter convened an international seminar at Warwick with affective education as the umbrella-term. Delegates from Denmark, Germany, Netherlands, Greece, Italy, Spain, Ireland, Portugal, Belgium and the UK took part, and from this initiative grew the European Affective Education Network (AEN), which for many years flourished with a programme of international conferences in a different country each time. As time went by, further countries were represented including Turkey and Slovenia, where younger university and teacher-training staff could mingle with the ‘old brigade’ and contribute their own unique and fresh perspectives. Several books derived from conference papers and keynote presentations were published by universities hosting the Network’s conferences, including in Portugal, Italy and Denmark.

Peter Lang (L) with Peter Ribbins (C) and Ron Best (R)

While pastoral care, PSE and affective education were prominent in his researching, writing and editing, Peter never lost sight of the practitioner in the school. His work was characterised by both academic rigour and professional application, while never forgetting the practical realities of teaching. It was fitting that, in the fulness of time, Peter was awarded Life Membership of NAPCE, the Association which, without him, might never have happened, and by a PhD from Warwick by virtue of his body of published scholarly work in this field.

Peter was kind, generous with his time, loyal and ever ready to talk about education. He continued to teach university students by distance learning late into his long life  –  once a teacher, always a teacher!  –  because he believed in the value of what he was doing and wanted to share it with others. For all his achievements, Peter was appealingly modest. This meant that whilst he was always very generous about the contributions of others, he was very reluctant to listen to praise when they sought to thank him for his own achievements. This made him a joy to work with.

We salute Peter Lang, a Giant of Pastoral Care indeed!

Ron Best & Peter Ribbins

REPORT: Read About NAPCE’s Belfast Symposium 2026 Hailed  as “Great Success”

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NAPCE Belfast Symposium 2026  – A Great Success

The National Association for Pastoral Care in Education (NAPCE), in partnership with Stranmillis University College, was delighted to welcome delegates from across Northern Ireland and beyond to the NAPCE Belfast Symposium 2026.

Held on Tuesday 23 June at the Stranmillis University College campus in Belfast, the Symposium once again proved to be a great success, bringing together educators, pastoral leaders, researchers and school staff to share ideas, celebrate excellence and explore the vital role that relationships play in education.

This year’s theme, “Relationships at the Heart of Education: Building Respect and Wellbeing through Understanding,” set the tone for a day of inspiring presentations, thoughtful discussion and professional collaboration.

Delegates were privileged to hear the keynote address from Dr Anne Emerson, who explored how educators can foster meaningful relationships that promote school belonging, pupil autonomy and positive wellbeing throughout every stage of a young person’s educational journey.

The Symposium also showcased examples of outstanding pastoral practice from finalists and winners of the National Awards for Pastoral Care in Education 2025, providing delegates with practical ideas and inspiration to take back to their own schools and settings.

Among the highlights was a presentation from St John the Baptist’s College, Portadown, winners of the 2025 Pastoral School of the Year Award, who shared their successful approach to creating a culture where every young person feels valued, supported and able to thrive.

The programme concluded with an interactive discussion session, giving delegates the opportunity to engage directly with the keynote speaker and presenters, exchange experiences and explore the challenges and opportunities facing pastoral care in education today.

Throughout the day there was a genuine spirit of collaboration, with valuable networking opportunities helping to strengthen connections across the pastoral care community.

NAPCE would like to thank everyone who attended, our excellent speakers and presenters, and our partners at Stranmillis University College for helping to make another Belfast Symposium such a memorable and successful event.

Photo Gallery

Please enjoy our photo gallery below, capturing some of the highlights from another inspiring day dedicated to supporting and celebrating excellence in pastoral care.

You can view it here: https://www.napce.org.uk/napce-belfast-symposium-2026-a-great-success/

All photographs are courtesy of Greg McCready.

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: “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

Find Out More

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.

Find Out More
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