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

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Daniel Machin Confirmed as Speaker for the NAPCE Annual Conference 2026

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

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

An Experienced Voice in Educational Leadership

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

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

Guest Introduction

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

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

About the Conference

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

This year’s conference theme is:

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

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

What to Expect

The conference promises a rich and engaging programme, including:

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

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

Book Your Place

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

Places are limited, so early booking is strongly recommended.

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

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

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

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

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

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

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

The Winner

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

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

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

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

The finalists in this category in 2025 were:-

Tanya Pavitt from Edgeborough School in Farnham in Surrey.

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

Jane Davey from Wyborne School, New Eltham in London.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

About the Event

NAPCE SPRING ONLINE CONFERENCE 2026

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

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

Purpose

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

Delegate experience

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

Date

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

Venue

•    Online
•    Link to be sent to all ticket holders

Programme

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

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

Free Tickets available on Eventbrite NOW.

https://NAPCEONLINE26.eventbrite.co.uk

•    Limited to maximum 100 delegates

Any questions contact admin@napce.org.uk

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

REPORT: NAPCE at the ASCL Conference for Pastoral Leaders 2026

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NAPCE Supports ASCL 2026 Pastoral Leaders’ Conference in Manchester

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

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

Exploring Engagement and Wellbeing

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

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

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

From Behaviourism to Relational Practice

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

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

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

The Power of Kindness and Belonging

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

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

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

Strengthening the Pastoral Community

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

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

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

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

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

Championing Pastoral Care Across Education

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

Becoming a member grants access to these core benefits:

📘 Subscription to an International Journal

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

🌐 Networking and Professional Community

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

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

🗞️ Access to News, Events, and Professional Development

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

🎓 Increased Awareness of Good Practice

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

🏆 Recognition and Awards

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

💡 Advocacy and Shared Voice

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

Who Should Join?

NAPCE membership is suitable for:

• Teachers and support staff involved in pastoral roles

• School and college leaders with responsibilities for wellbeing and inclusion

• Academic researchers and trainers in education and pastoral care

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

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

Membership Fees

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

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

Conclusion

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

About NAPCE

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

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

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

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

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

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

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

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

The Winner

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

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

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

The 2026 Finalists in this category were.

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

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

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

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

Katrina Moore, Principal,  Malone Integrated College, Belfast

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

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

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

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

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

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

LEAD ARTICLE: NAPCE Chair Phil Jones Explores the Fundamentals – “Why We Need Pastoral Care in Education”

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Why Pastoral Care is Important in Education by NAPCE Chair Phil Jones

I reminded delegates at the start of our National Conference in October that NAPCE had been formed in 1982 by leading educationalists who believed that supporting learners to achieve their full potential from their education was important.

Providing guidance, inspiration, motivation and support continues to be an important part of a child or young person’s learning experience in a rapidly changing technological world.

A world where it is vital that they have the skills to critically explore information and different views and opinions and to be safe and make a positive contribution to society.

NAPCE’s 2025 campaign, ‘Why we Need Pastoral Care in Education’ has been the focus for events in Northern Ireland, Wales and England this year and what has emerged from the discussions is a consensus that providing effective pastoral care makes a difference in the academic progress and personal development of children and young people from all backgrounds and locations.

One of the NAPCE founders, Michael Marland, who was the author of the book ‘Pastoral Care’, published in 1974, highlighted that pastoral care should not be seen as merely supporting the academic work but as having a central educative purpose.

Without this daily task of moving learners in a positive direction, schools would find it difficult to operate with a sense of purpose and to support children and young people to have the opportunity to achieve their full potential.

It is perhaps the word ‘care’ that is more contentious. It is true that pastoral care has a different meaning in different locations and is sometimes seen as being a spiritual concept.

Care is often seen as something that it is nice to do when we have the time but is should not distract from the priorities for schools of being accountable for the outcomes achieved with the resources available.

Care is not the soft option and requires a culture of support and challenge to effectively enable children and young people to make sense of their world and to take full advantage of the opportunities, to thrive in their lives and to make a positive contribution to society.

The importance of pastoral care in education goes further than this and it should be seen as a bridge for all the actions and interventions that schools need to make to support learners in achieving their full potential.

Effective pastoral care provides the foundations for the energy and expertise to achieve success in children and young people’s learning experience and preparation for their future lives.

Pastoral care is mentioned in the new Framework for Inspection in Schools in England, but it is seen as an intervention when there is a problem.

This misses an opportunity to value and recognise the contribution that effective pastoral care can make as a proactive strategy for schools to develop and sustain a positive culture for learning.

This does not happen without the ideas and inspiration of pastoral leaders and the effective implementation of support to meet the diverse needs of learners, by staff in pastoral roles in schools.

The reality is that what is inspected has an impact on priorities for policies and practice in schools.

Educationalists need to be brave and challenge those who hold us accountable to recognise the contribution made by the education sector in making learners into better human beings.

And this focus supports both personal development to prepare children and young people for their future roles in society and their academic achievement to develop a workforce with the skills and expertise required by a modern rapidly changing technological world.

I was pleased to contribute to Connor Acton’s recently published book, ‘Pastoral Care in Schools. Developing yourself your school and your community’. Connor is a former member of the NAPCE National Executive Committee.

In his book I shared information about a ‘Learning Centre’ that I had helped to develop using my expertise and experience as a headteacher and school leader in secondary schools.

The case study highlights how effective pastoral care that promotes a vision and positive values creates a culture where learners can thrive despite the challenges they face, and they can become more confident about achieving success in their education and future lives.

Connor highlights in the introduction to his book why we need pastoral care in education.

“The world we live in is fraught with difficulty for the students in our care and there are more barriers for them to overcome than ever before”. (Acton 2025)

Connor points out the important role that pastoral systems in schools have to create environments where young people flourish and thrive and where in some cases the pastoral care and support provided is the only constant in their difficult lives.

Connor supports the view that the pastoral work of the school provides the foundations for the daily operation, and the contribution schools make to preparing children and young people for their future lives.

“Pastoral care systems in schools are all encompassing with responsibility for driving forward behaviour management, safeguarding, achievement, attendance, mental health and wellbeing and academic achievement”. (Acton 2025)

The new inspection framework in England places a focus on professional development and reminds school leaders about their responsibility to ensure that their staff have the required skills and expertise.

This needs to consider the professional development requirements for providing effective pastoral care and support and it needs to be recognised that all staff have a pastoral role.

Unfortunately, the pastoral work of a school is frequently not a priority in the planning of professional development and staff in pastoral roles are not allowed out of schools for training opportunities, probably because the school cannot cope for a day without them.

Professional development for pastoral care cannot be a tick box approach to meet the needs of performance management but it needs to be a “meeting of minds” where discussions focus on the different challenges that are emerging for schools to face and involves sharing good practice.

The pastoral work of the school involves creating a positive learning environment and a resilience in staff to respond to different and changing issues.

It requires staff to be able to ‘think on their feet’ and be aware of effective strategies that they can use in different and new situations to support the children and young people in their care.

It is only by engaging in discussions about good practice and new ideas that schools can provide professional development that supports their staff in their pastoral roles.

NAPCE will continue to support professionals in education in 2026 as it has since 1982 by providing the latest research in the Journal to inform policies and practice and by organising opportunities for professionals to engage in conversations that develop understanding and expertise.

There has been a recent focus on inclusion in emerging educational policy and in the priorities for accountability seen in the new framework for inspection in England.

It can be questioned whether inclusion is an achievable goal for education without effective pastoral care being a priority in schools and being recognised and valued for the important contribution it makes to children and young people’s learning experience.

The NAPCE events around the UK in 2025 have demonstrated that when you get a group of educators together in a room it is recognised that a world class curriculum and quality teaching are important but this needs to be supported by effective pastoral care which makes sense of the learning experience for children and young people.

Pastoral care in schools provides structures and systems for a whole school approach to supporting learners with different needs and experiences to achieve their full potential from their education in preparation for their future roles in society.

Effective pastoral care and support for learners in schools provides opportunities for developing a positive culture for learning. The
need for effective pastoral care in schools in the 21^st century is encouraged by the comments Of Louise Michelle Bomber.

“There’s still a one size fits all approach, which overlooks the rights and needs of children, emotionally mentally and socially and academically.” (Bomber 2025).

What is needed is not initiatives and interventions to ensure children and young people all conform to the same expectations but a whole school approach that values pastoral care and support because it can be flexible in using structures and systems to meet different needs.

Anne Emerson, who is a member of the NAPCE Editorial Board for the Journal, ‘Pastoral Care in Education’, points out in her recently published book with the brilliant title ‘How to be and Remain a Compassionate Educator’, that “as educators the attitude with which we approach our work has considerable impact on the outcomes for students”. (Emerson 2025).

She explains the benefits of developing a compassionate culture in schools and how they can be created from one person’s actions slowly spreading, since compassion breeds compassion.

The book encourages educators to be part of creating a culture where you can “happily be yourself, act with integrity, find meaning in helping others and ensure you look after yourself” (Emerson 2025).

If the goal of inclusion is going to be achieved, then pastoral care needs to be at the centre of  the work of schools, to develop and sustain a culture that support learners to thrive and achieve.

The new membership year for NAPCE starts in January 2026. I hope that you will become a member so that you can be supported in your valuable and important pastoral work with children and young people and to be part of a network that shares good practice and inspirational ideas.

The details and a link for membership can be found on the website at https://www.napce.org.uk/membership

I would like to thank you for your interest in the work of NAPCE and for the difference you make for children and young people.

I would also like to take the opportunity to wish you and your family a very Happy Christmas and a successful New Year.

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

References

Acton, Connor. (2026) ‘Pastoral Care in Schools. Developing Yourself, Your School and Your Community’. Routledge. London.
Bomber, Louise Michelle. (2025), Introduction to ‘Restoring Education. Educators Paving the Way to Radical Change Through Relationship. Worth Publishing
Emerson, Anne. (2025). ‘How to Be and Remain a Compassionate Educator. Learning from Neurodivergent Students for the Benefit of All.’ Routledge, London.
Marland, Michael (1974). ’Pastoral Care’. Heineman Educational Books. London
.Ofsted, (2025) ‘State Funded School Inspection Toolkit’. State-funded school inspection toolkit version 1.1

ARTICLE: NAPCE Begins Search for New President & Pays Tribute to “Highly Respected” Educationalist Professor Richard Pring

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NAPCE Begins Search for New President and Pays Tribute to Professor Richard Pring – An educationalist of “great stature”

NAPCE haas begun the search for a new President and pays tribute to former office holder Professor Richard Pring who passed away in 2024.

Professor Pring was a highly respected figure in pastoral care in education whose achievements are manyfold and everyone at NAPCE was deeply saddened to hear of his passing.

His contribution and impact upon the world of educational research and academia is very significant indeed.

Professor Pring was a “heavyweight” who brought gravitas to NAPCE through his role as President.

Professor Alis Oancea from the Department of Education at the University of Oxford, where Richard worked reflected on his professional life on the departments’ website.

“Richard was Director of the Department of Education at Oxford for 14 years, from 1989 to 2003, as well as the holder of the first-ever Chair in Education at the University of Oxford, and the Director of the Nuffield Review of Education and Training in England and Wales (2003-2009).

“Before, during and after that time, he published numerous books, articles and reports, gave countless talks to very diverse audiences across sectors and geographical boundaries, taught, supervised and mentored many cohorts of education students.

“Richard’s life and scholarship were dedicated to education and philosophy, through his formative years, shaped by philosophical education as a young seminarian in Rome and then as a philosophy student at University College London; his PhD (with
R.S. Peters) on curriculum integration and, some decades later, his honorary doctorates from UCL Institute of Education and Canterbury; his teacher training at the College of St Mark and St John; his academic positions at Goldsmith, Cambridge, Exeter, Winchester, Birmingham and Oxford; and his vast volume of
published work, from the first article on philosophy of education and educational practice (1970) to the books and articles published after his retirement, including Philosophy of Education (2004), John Dewey (2007), Education for All (2009), The Life and Death of Secondary Education for All (2012), Philosophy of Educational Research (2015, 3rd edition), Challenges for Religious Education (2020), and Education, Social Reform and Philosophical Development (2021).

“Richard’s work engaged powerfully with questions and arguments about, for example, what it means to be an educated person in the 21st century, common schools and faith schools, liberal vocationalism, knowledge and the curriculum, and the philosophy of educational research. He exposed ‘false dualisms’ in research, challenged ethical ‘vices’ and injustices, and dispelled ‘confusions’ in educational thinking.

“He shared legendary anecdotes, ran 27 marathons and engaged in deep conversation with students and colleagues all over the world.

“Richard had time for everyone, which he shared with generosity of spirit, sense of humour and profound compassion; he would ask meaningful questions and take interest in each individual story.

“The Rose and Crown on North Parade hosted many meetings, and so did the Old Philosophy Library on the first floor of the University Church, as well as Pring’s, the departmental cafe that bears his name and where his portrait (pictured), unveiled in celebration of his 80th birthday, welcomes visitors to the Department.

“His beloved fountain pen may be at rest now, but his questions and commitment to philosophical interrogation of educational practice and policy, thoughtful and ethical research, and education for all, remain as relevant as ever.”

NAPCE members reflected on their memories of Richard, whose said passing was announced in October 2024.

“Richard was our speaker at the launch of the NAPCE Journal’s move to Routledge/ Taylor Francis at the RIBA in 2006. Michael Marland, our previous president, had died recently and we invited him to become President, which he accepted. 
He came to the next executive meeting in London and was running the London Marathon a few weeks later which we sponsored him for. He was a lovely man so approachable and friendly.” – Jill Robson, NAPCE National Secretary

“When Richard was first appointed as President of the Association Stan Tucker, who was the Editor of the Journal and I, had regular contact with him. We arranged to both go to Oxford to have lunch with Richard in March 2020. Unfortunately, Covid arrived and the lockdown meant that we were unable to meet up as planned but I remember my conversations with him on the phone when he said he was not as young as he used to be, but he was still writing!” – Phil Jones, NAPCE National Chair

“I met Richard a few times at conferences I attended in Oxford when I was still teaching and he was absolutely brilliant as a thinker and very entertaining as a speaker too. At one point I was in touch with him about applying to do my D Phil with him at Oxford… and then I met my wife in Belfast and ended up opting for Queen”s University instead! It will be hard to find someone of that stature to replace him as president.”  – Professor Noel Purdy OBE, Editor of the journal ‘Pastoral Care in Education and member of NAPCE NEC.

The Association is honoured that Professor Richard Pring was the President of the NAPCE. 

It is planned that nominations for the role of President for the National Association for Pastoral Care in Education will be considered at the next Annual General Meeting.

Members can send suggestions for nominations for the role of President of NAPCE to admin@napce.org.uk

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Outstanding Contribution to Pastoral Care Award

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

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

For this second instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Outstanding Contribution to Pastoral Care” category, which was sponsored by Pupil Pathways.

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 Outstanding Contribution to Pastoral Care Award Criteria

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

The Winner

Heather Law – Glenlola Collegiate School

Heather has been Head of Pastoral Care in Glenlola Collegiate School for 10 years. During this time, she has been nothing short of inspirational, both to staff and to pupils. She has transformed the pastoral provision in the school, from a reactive to a proactive system, building a popular wellness centre which is used by pupils and staff. Heather has inspired the pastoral team and school community with her ambitious ideas.

It is not an exaggeration to say that many pupils have been able to access education who would not have done so without the changes Heather has made in the last ten years.  Heather has encouraged the entire school community to focus on our physical and mental wellbeing.

Older pupils can take on responsibility within the pastoral team. Peer supporters have full responsibility for form time on a Thursday leading imaginative games and promoting our school values, all of which allow younger pupils to build real relationships with their older peers.

Heather’s tireless work and enthusiasm have never faded, and she has built a team of staff who are as passionate about pastoral care and dedicated to their roles as she is. Where she shines though is in her dedication to caring about the pupils.

Nothing is ever too much. She gives up every lunch time to be available to pupils who need her. She listens to them and guides them. She deals with pupils and staff with respect and often humour Heather is leaving the pastoral care team in June to start phased retirement and will be sorely missed.

The finalists in this category were.

The Finalists

Kingsford Community School in Newham, London

The school serves an area marked by socio-economic deprivation and cultural diversity.

It has consistently demonstrated an exceptional commitment to pastoral care through its pioneering global outlook and transformative character-building initiatives.

Established in 2000, the school serves a community where 72% of pupils speak English as an additional language and nearly half are eligible for free school meals. Kingsford’s ethos of Aspire, Succeed, Be Excellent empowers pupils to thrive as resilient global citizens, a vision that earned it a Top 10 World’s Best School Prize in Overcoming Adversity (2024) and recognition as an IQM National Inclusion Champion (2024–25), one of only nine UK schools awarded this prestigious title.

The school’s transformational international programme, with its award-winning Confucius Classroom and global partnerships, equips pupils with the skills and perspectives needed to excel. Kingsford’s ‘Global Ambassadors’ are coached to confidently welcome visitors in multiple languages, earning praise for their confidence and leadership. Annual trips and work placements in China, Spain, and France immerse pupils in diverse international environments, boosting their cultural proficiency and wellbeing.

The school’s Community Cohesion team provides vital bilingual and cultural support for new pupils and their families, sometimes from war-torn countries, offering tailored English lessons and expert in-lesson support.

Central to Kingsford’s pastoral strategy are its FIRST values (Focus, Integrity, Respect, Self-determination and Teamwork), which permeate daily life.

Rachel Davenport – The Netherhall School and Oakes College, Cambridge

As a Deputy SENDCo, Rachel consistently goes above and beyond to ensure students receive the support they need.  Rachel’s compassion and unwavering commitment drive her to pioneer innovative and responsive interventions and support for some of our most vulnerable students.

Her strength lies in sourcing interventions (including funding) to ensure that no student falls behind. Whether it’s a need for literacy and maths support or the need for a mentor, Rachel takes the time to understand what is needed and will do everything in her power to make it happen.

She has introduced various therapies, including LEGO, baking, and art therapy, to enhance student wellbeing.

Noticing a high rate of neurodiverse students being removed from lessons due to behavioural incidents arising from overstimulation, she recognised that these students as behavioural cases was inappropriate, she set about to change this, embodying the relational approaches championed within school.

She has introduced evidence-based sensory circuits within school. These circuits allow overstimulated students to leave lessons for short periods to burn off energy and reset, ready to return to class and engage with their learning.

Recognizing the mental health struggles of students with SEMH needs, Rachel established a therapy dog programme, now featuring three therapy dogs – Hugo, Duggie, and Bonnie who are on-site daily.

Another development was a summerhouse, ‘The Crow’s Nest’, as a safe space for students in crisis.

Overlooking a green expanse, this fully furnished, heated retreat offers students a quiet place to decompress when in crisis. Rachel is now transforming the surrounding area into a sensory garden, further enriching the provision.

Laura Stow The Netherhall School and Oakes College, Cambridge

Laura is the lead teacher for the school internal alternative provision, Hobbs. Hobbs was established four years ago with the intention of supporting Year 11 students at risk of NEET and during this time Laura has been instrumental in developing a rich and supportive environment for students who may otherwise have been at risk of permanent exclusion or directed to work online from home.

For Laura, it is essential that the students in Hobbs feel safe, cared for and leave school with a positive view of themselves. A student coming into Hobbs knows that they have free access to warm drinks, food, personal hygiene products and clothing, all provided by Laura with the lightest of touches without any individual feeling patronized or embarrassed.

Laura is quick to find out about each student, their needs, Laura is fierce in her loyalty to her students and determined that they feel valued: every birthday and life event – the good and the bad – are celebrated and supported. Students’ feelings are given validation and Laura gives them the space to be excited and sad, to love and to mourn loss and above all to support one another in this.

Success for students in Hobbs is clear to see: one student who arrived in Hobbs with 16% school attendance now comes every day, another student, supported to pursue her Art GCSE has been accepted onto an Art college course for September.

One of the biggest achievements, is the overwhelming feeling of positivity that greets you when you step into the Hobbs room: students are happy, they feel safe and they know that they are cared for.

Sue White – The Netherhall School and Oakes College, Cambridge

Sue White is our exceptional Director of Pastoral Support whose dedication, professionalism, and compassion have made a profound and lasting impact on the lives of countless young people. Sue 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. Sue embodies this balance perfectly: she is firm but fair, sets clear boundaries, and always puts the student’s welfare at the heart of her decisions.

For many, Sue has changed the course of their lives, providing the support, structure, and care they needed to succeed.

YGAM

Ygam is the UK’s a leading charity dedicated to preventing gaming and gambling harms among young people through education, safeguarding and empowering young people and those around them.

Through innovative educational programmes, research, and partnerships, we have made a significant impact on the pastoral care of young people.    Ygam has developed a range of ‘train the trainer’ style programmes.

Our programmes are City & Guilds assured or CPD accredited and are designed to raise awareness about the risks associated with gaming and gambling, provide practical strategies for spotting the signs of harm, and open up conversations around gaming and gambling harms.

They also offer 1000+ free PSHE and RSE resources including lesson plans, tutorial sessions, and interactive activities.

Ygam believe that by empowering those working closely with young people, they can ensure that they are confident addressing gaming and gambling harms within the pastoral curriculum, family unit and within wider communities, so that young people receive the support they need.

Ygam provides dedicated training, as well as resources and guidance, to help parents understand the risks associated with gaming and gambling. The support form Ygam includes  workshops, online resources, and a dedicated family hub to support parents and carers in having informed conversations with their children and setting appropriate boundaries.

Ygam’s efforts have had a profound impact on the pastoral care of young people. The organisation’s educational programmes have reached over 4.6 million young people and 28000 professionals over the course of the charity lifespan, equipping them with the knowledge and skills to make informed decisions and remain safeguarded against gaming and gambling harms. Educators and professionals trained by Ygam are better prepared to support their young people, and parents have the resources they need to guide their children effectively.

Ygam has created a safer and more supportive environment for young people, ensuring their well-being and empowering them to thrive.

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

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

NEWS: NAPCE Announced as Official Supporter of Safer Internet Day 2026

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NAPCE is Proud to Officially Support Safer Internet Day 2026

NAPCE is very pleased to be supporting the annual awareness campaign Safer Internet Day, once again.

National Chair Phil Jones has been attending the planning meetings for the event which is scheduled to take place on 10^th February 2026.

Free educational resources are available by visiting saferinternetday.org.uk and there will be a live programme from the top of the BT tower to raise awareness about safe use of the internet on the day.

The focus will be on “smart tech, safe choices and exploring the safe and responsible use of AI”.

Find out more about the event here: https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2026

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

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SAVE THE DATE – Dates for Your Diary in 2026

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

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NAPCE Spring Online Conference 2026 – Details Announced

We are very pleased to share details for the NAPCE Spring Online Conference 2026 – Please book early, it’s a popular event!

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

And we are very excited to announce that our Guest Speaker will be Dr Rohan Jowallah.

Here are some key details about this FREE event.

Guest Speaker Dr Rohan Jowallah

About the Speaker

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

Purpose of Event

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

Delegate experience   

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

Date

Thursday 16^th April 2026, 7-15pm

Venue

Online

Free Tickets available on Eventbrite via this link https://NAPCEONLINE26.eventbrite.co.uk

Programme

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

8-00 pm Pastoral Question Time 
Chaired by Phil Jones with

• Professor Mark Diacopoulos Pittsburg State University, KS. (USA)
• Dr Nicole Ponsford, CEO – Global Equality Collective
• Sam Marsden, author and teacher
• Other panel Guests to be confirmed

9-00pm Close

EVENT: NAPCE Partners with ASCL for the Conference for Pastoral Leaders 2026

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ASCL Conference for Pastoral Leaders 2026 – Further Details Confirmed

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

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

The title for the 2026 conference is “Sharing Good Practice to Strengthen Engagement and Participation”.

The conference is sponsored by humantopia and confirmed speakers include.

• Margaret Muholland, SEND and Inclusion Specialist, ASCL.
• David Whitaker, Chief Education Officer, Well Spring Academy Trust.
• Professor John Jerrin, Director of Research, Impact Ed Group.
• Jacqueline Bebbington, Co-Executive Principal and Co- Director of SENDSCOPE Independent School and Consultancy Service.
• Natalie Walsh, Co-Executive Director of SENDSCOPE Independent School and Consultancy Service.

The ASCL Annual Conference for pastoral leaders is always an important event in the education calendar and it is important for delegates to book their tickets early to not be disappointed.

NAPCE looks forward to the opportunity to meet our members at the conference and other professionals with an interest in how effective pastoral care can support the education of children and young people.

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

PODCAST: NAPCE’s Dominic Riste is Guest on Popular Safeguarding Podcast

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NAPCE NEC Member Dominic Riste is Guest on Safeguarding Refined Podcast

NAPCE National Executive Committee member Dominic Riste recently spoke with the podcast Safeguarding Redefined about the importance of school culture and consistency and how these factors must underpin everything we do in schools to support vulnerable children.

In the episode Dominic discusses his whole-school model, which focuses on stability, safety and belonging and the impact it’s had on young people.

He discusses, what safeguarding looks like in schools and explains why it consistently beats tick-box support as well as breaking down the pillars of our safeguarding culture.

Have a listen to the podcast via one of the links below.

https://open.spotify.com/episode/05dXqWkaC9lVUPgF6LOBSd?si=B28wZdQ_Qk-lwoA9cJTzKQ

https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=1778826127&i=1000737735509

AWARDS: Flourish Partners with NAPCE to Sponsor 2026 Awards.

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

ABOUT FLOURISH

At Flourish, we’re known for learning but loved for caring. We’re all about delivering practical solutions to real problems, transforming education with attachment-aware, trauma-informed training and eLearning.
 
Flourish is also sponsoring the Pastoral Member of Staff of the Year 2026 category and we would like to thank them for their support.

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

We are looking forward to congratulating the finalists and winners in the 2026 awards with our sponsors at the Grand Presentation Event in October.

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

LEAD ARTICLE: “Reclaiming Presence: Reflective Practice and Leading from Within” By NAPCE’s Georgina Saralis

Reclaiming Presence: Reflective Practice and Leading from Within by NAPCE NEC Member Georgina Saralis

What does it take to lead with authenticity in pastoral care especially when the system feels stretched, and the emotional demands are high? 

The challenge isn’t just supporting young people to the best of our ability; it’s sustaining ourselves and our teams while navigating the tensions entangled in the systems we inhabit.

I believe the answer lies in creating intentional space for reflective practice, not the kind tied to performance management, but something deeper: a chance to listen inwardly, reconnect with vocational purpose, and show up with integrity, courage and authentic presence. It’s about meeting our students not just with expertise and strategy, but with soul.

This kind of presence is not performative. It’s not about appearing calm or competent. It’s about being grounded, attuned, and showing up as our true selves.

Authenticity allows us to meet students where they are, to respond rather than react, and to build trust in moments that matter. But sustaining this requires more than personal resilience. It calls for an ecosystem of care that values reflection, connection, and the inner life of the educator.

To do this, we must move beyond the ‘what’ and ‘how’ of our vocation to the more vital ‘why’, reconnecting with the passion and purpose that led us into this profession in the first place.

This call to reclaim our passion and purpose, often buried under system pressures, aligns with what Hywel Roberts calls Botheredness®: a teacher’s intentional act of being present, driven by a love of their subject, exhibiting genuine care, deliberate adult positioning, and relational energy that brings students into meaningful engagement with learning.

In Botheredness®: Stories, Stance and Pedagogy, Roberts writes, “It’s the care teachers have for their children. It’s the passion they bring to their lessons. It’s the warmth, imagination and creativity embedded in their curriculum.”

His work reflects a growing recognition that it’s not just about supporting students but also attending to the personal growth of the adults who guide them.

At NAPCE 2024 Spring Online Conference, Shaun McInerney presented a framework for adult personal development that reimagines pastoral care not simply as a response to student need, but as a shared journey of growth for the adults who hold that care.

His Togetherness Practice integrates body, mind, heart, and spirit to form a three-part ecosystem of balance and growth. He identified four key practices: the ability to pause and reflect; the intentional creation of relational space; trust-building within teams; and recognising that growth happens through others, where potential is unlocked not in isolation but through community.

My own interest lies in nurturing the ability to pause and reflect. In the session we were gifted the time and space – yes, to stop and think! – to write about a moment when we felt we were at our most brilliant self. The point was to relish the preciousness of that moment: to experience deep personal insight and remember what it feels like to be fully alive in our vocation.

This pausing, reconnecting with my ‘self’, echoed something I’ve come to value deeply in my professional journey.

Over time, I’ve become committed to creating spaces where educators can turn inward, explore their inner landscape, and re/connect with what Parker Palmer calls their “inner teacher.” His seminal text The Courage to Teach offers a framework for understanding how teacher presence, rooted in identity, integrity, and relational connection, can transform not only classrooms but whole school cultures.

In 2017, I encountered Palmer’s work during my doctoral research on pastoral care. His ideas resonated with my growing conviction that schools need to become more relational, strengthening the partnerships between teachers, pupils, and parents.

I attended a Courage & Renewal retreat during a time of deep professional and personal searching, when I was struggling to hold the trauma of the students I worked with while grieving the loss of my father. The retreat didn’t offer easy answers, but it helped me shape a vision of leadership grounded in shared humanity. It affirmed that we may build our capacity for holding space for others without losing ourselves.

Palmer’s reflective practice begins with a radical premise: we teach who we are.
“Good teaching cannot be reduced to technique: good teaching comes from the identity and integrity of the teacher.”
He invites educators to explore the inner landscape of their identity, not as a private act, but as a shared professional discipline.

To support this inner work, Palmer offers a framework grounded in communal reflection. Practices like the touchstones – “speak your truth in ways that respect others,” and “no fixing, saving, advising” – create psychological safety and help educators understand that togetherness is not just a feeling, but a practice. In these spaces, we learn to listen deeply, hold paradox, and stay present to ourselves and one another.

This paradox-holding is especially relevant for Form Tutors, who often serve as the relational bridge between students and the wider school system. Their role demands both structure and sensitivity: tracking attendance and progress, while also responding to emotional needs. By cultivating their own inner clarity, they can model the kind of presence that helps students feel valued and understood.

Similarly, pastoral leaders can navigate uncertainty with integrity and cultivate environments where both students and staff feel seen, heard, and challenged to grow. In these relational spaces, authenticity is sustained not through performance, but through reflection, trust, and shared meaning.

To embed reflective practice strategically, The Courage to Teach offers a personal growth programme rooted in Palmer’s principles. There is deep synergy with Togetherness Practice, which attends to mind–body–spirit alignment and supports leaders in navigating complexity with integrity and presence.

Both approaches invite educators to explore the dynamic interplay between their inner life and professional practice, reconnecting with the beliefs, experiences, identity, and purpose that shape how they show up across their school communities. This, in turn, supports sustained reflection and the embedding of relational practices that cultivate emotionally intelligent, collaborative school environments.

A distinctive feature of Courage to Teach retreats is the use of creative modalities such as story, poetry, music, and art, alongside the grounding of retreats in nature. Metaphors offer a powerful way to explore complex issues at a slant, inviting reflection through seasonal paradoxes.

This connection to the natural world is increasingly recognised in research as vital to educator wellbeing, leadership clarity, and relational depth.

While these retreats are often held in restorative, natural settings, I’ve also seen the model thrive online. In a recent Aligning Soul and Role retreat for professionals across education, health, and social care, participants engaged with seasonal themes through nature-based prompts and reflective walks in their own environments.

One participant shared:
“There’s something important to note about the value of taking time out to reflect with supportive, like-minded people… I was personally very brave and vulnerable in a way I haven’t been in other things I’ve done. There’s something about this group and the framework you hold that makes it safe.”

Of course, it would be naïve to suggest that schools can easily adopt reflective practice. Time, cost, and competing priorities are real barriers. But that doesn’t mean we abandon the vision. What’s needed is a phased approach, starting with leadership teams, building capacity, and integrating reflection into daily school life.

A simple, powerful beginning is for educators to experience this practice for themselves. To step into reflective space is to glimpse the transformative power of reconnecting with one’s inner teacher. Ultimately, it’s the courageous commitment of school and pastoral leaders to create intentional space for educators to reflect, reconnect, and lead from within.

At its heart, this work nurtures togetherness and belonging, an ethos of growth and empowerment that reaches across roles and responsibilities, bringing about the systemic change needed to support the young people in our care.

Georgina Saralis is the SEN Teacher at The Wavell School in Farnborough and a member of NAPCE National Executive Committee.

EVENT: NAPCE to Support Educators Climate Assembly at University of Worcester in December

Educators Climate Assembly at University of  Worcester

NAPCE is very pleased to be supporting the Educators Climate Assembly, and will be attending the event at the University of Worcester in December.

The Assembly is a strategic gathering for senior education leaders, and sustainability leads across early years, schools and Further Education.

It is FREE to attend.

It will take place on Thursday, 11^th December 2025, 9-30am – 4-30pm at the University of Worcester Arena. Joel Richards Suite

WHY IS THE EVENT HAPPENING NOW?

By the end of this year the Department for Education expects schools to appoint a Sustainability Lead and to start developing a Climate Action Plan. This assembly offers a timely sector-wide opportunity to connect, collaborate and prepare.

The day will include valuable input from Educational Psychologists and the regional co-ordinators for the DfE Climate Ambassador Schemes. As well as supporting participants with the practicalities of their Climate Action Plan, it will also help attendees understand the psychological impacts of the climate and ecological emergency on staff and students, through a variety of practical, modelled, activities and take aways to use back in your settings, from understanding young people’s emotional needs to climate sharing circles.

The day will also include an update from the National Emergency Briefing, the latest from specialists in the fields of national security, energy, food security, health, economics and extreme weather and an invitation to develop an ongoing community of practice in consideration of the impacts of these challenges on our school communities.

To book this free event go to https://www.eventbrite.co.uk/e/educators-climate-assembly-tickets-1851281947139?aff=oddtdtcreator

Refreshments will be provided.

The National Awards for Pastoral Care in Education 2025 – Sharing Good Practice –International Contribution to Pastoral Care Award

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

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

For this first episode of the news series, taken from the 2025 Awards, we’re focussing on the “International Contribution to Pastoral Care” category , which was sponsored by The Wellbeing Distillery.

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 Award Criteria

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

The Winner

ISA Liwan International School in Guangdong Province in China.

The winner announced at the Grand Presentation Event in Worcester in October were ISA Liwan International School in Guangdong Province in China.

ISA Liwan International School is a pioneering institution that has established itself as a leader in pastoral care, embedding student well-being at the heart of its educational philosophy.

Through a robust, evidence-based approach, ISA Liwan ensures that every student is supported academically, emotionally, and socially, making a profound and lasting impact on their lives.

A cornerstone of ISA Liwan’s pastoral strategy is its structured Safeguarding and Child Protection Policy, which aligns with both local and international best practices, including those set by the UK and the Council of International Schools (CIS).

Led by a dedicated Head of Student Support, the pastoral team comprises a Designated Safeguarding Lead (DSL) and five Deputy DSLs, ensuring that students and families have 24/7 access to professional and compassionate support.

Recognising each student’s individuality, ISA Liwan has developed personalised pastoral care structures. Homeroom tutors serve as the primary point of contact for students and their families, fostering strong relationships and facilitating early intervention where necessary.

A buddy system supports new students in their transition, while secondary school tutors manage small groups of 5–8 students to ensure highly individualised attention. The co-homeroom teacher model in primary school strengthens connections with both local and expatriate families, ensuring a culturally inclusive and supportive environment. Furthermore, ISA Liwan’s commitment to pastoral care extends beyond the school gates. Through partnerships with organisations such as United Family Health and Happy Seeds, families have access to additional professional counselling and mental health support.

The Finalists 

The John Wallis Church of England Academy in Ashford, Kent 

The John Wallis Church of England Academy has contributed to international debates about the use of mobile phones by children and young people. They are a Smartphone Free Academy. Pupils do not access their smartphone or digital devices (ear pods/phones, smart watches) whilst they are on the school site. This helps to ensure a safe, focused, and conducive learning environment for all our pupils.

Not only has the work of The John Wallis Church of England Academy reached the Houses of Parliament (with the Academy been named during the second hearing of the ‘Protection of Children (Digital Safety and Data Protection) Bill’) but it has also reached International Platforms. The United Nations Educational, Scientific and Cultural Organization (UNESCO) provides global and regional leadership in education, strengthens education systems worldwide and responds to contemporary global challenges through education with gender equality as an underlying principle. UNESCO urges that mobile phones should only be used in schools when they clearly support learning objectives.

The Principal, Damian McBeath, has been invited to participate in their global discussions, and to continue the school’s leadership in the global campaign to put the mental health of young people first. The John Wallis Church of England Academy is considered to be a leading voice not only in the national debate surrounding children’s mental health and well-being but also a leading voice in the international debate.

Jemma Kirby, Netherhall School and Oakes College in Cambridge

For the last 9 years Jemma has been the specialist English as an additional language (EAL) teacher; in a school with 31.6% of its population for whom English is not their first language. They have young people arriving at different points in the school year with hugely varying levels of English. Jemma’s care for EAL students, however, does not simply stop at teaching them English as part of their timetabled lessons. Jemma has quickly and naturally evolved her role into one of teacher, pastoral worker and caregiver. She is the pivotal point between the student and the pastoral team, their teacher and sometimes their parents and carers; Jemma is a conduit for information and support between all these points of contact and the student, sometimes even liaising with outside agencies or seeking additional support to ensure that young people are accessing all that they are entitled to.

It is not unusual for the parents and carers of EAL students to have limited English and they are often trying to navigate their way in a new country. Jemma takes the time to meet with parents and carers, when students first arrive at school and is often on the end of a phone or email to answer their questions and concerns. Jemma’s classroom is a place where students are encouraged to care for each other; it is a supportive environment where students are able to ask questions without feeling silly, make jokes and learn to laugh with each other and very quickly, under Jemma’s care, they flourish, anxiety replaced is with confidence and a sense of belonging.

NEWS: Pupil Pathways Adopts NAPCE as Charity Partner & Sponsors New Award

Pupil Pathways Announces Charity Partnership with the National Association for Pastoral Care in Education (NAPCE) and Sponsorship of New Award to Celebrate “Effective Pastoral Care to Support Transition”

Pupil Pathways, a leading provider of tailored educational support and guidance for young people, is proud to announce the National Association for Pastoral Care in Education (NAPCE) as its official charity partner.

This exciting new partnership reflects Pupil Pathways’ deep commitment to the emotional, social, and academic wellbeing of young people across the UK.

By aligning with NAPCE – the only professional association in the UK solely dedicated to pastoral care in education – the organisation is reinforcing its mission to place young people at the heart of every decision.

Brendan Nel, Founder and CEO of Pupil Pathways says “We are incredibly proud to partner with NAPCE, an organisation with whom we share a common belief that every child deserves to feel seen, heard, supported, and belong. Pastoral care lies at the heart of effective inclusion practice; through this partnership we want to celebrate and strengthen the amazing people who make a lasting difference in young people’s lives. The new award for ‘Effective Pastoral Care to Support Transition’ reflects our shared commitment to ensuring every learner feels a sense of belonging throughout their educational journey.”

The partnership will see Pupil Pathways supporting NAPCE through a variety of awareness, and collaborative activities over the coming year in including sponsorship of the NAPCE’s Annual Conference 2026 and the new “Effective Pastoral Care to Support Transition” category at the National Awards for Pastoral Care in Education.

Both events will take place in October next year.

Now in its seventh year, the National Awards for Pastoral Care in Education is the first and only scheme to recognise the outstanding achievements of pastoral care staff and institutions across the education sector.

The event exists to shine a light on great practice in all aspects of pastoral care work and celebrate the heroes who are dedicated to supporting children and young people in their learning.

Together, the organisations aim to highlight the importance of pastoral care and ensure it remains a central focus in education policy and practice.

Phil Jones, Chair of NAPCE, added: “We are delighted to be named as Pupil Pathways’ charity partner. Their values align closely with ours, and this partnership will help us continue to support professionals and schools in delivering high-quality pastoral care that genuinely changes lives. Their support for both our Annual Conference and the National Awards for Pastoral Care in Education is extremely welcome.”

About Pupil Pathways
Pupil Pathways supports schools, local authorities, and families to create tailored, meaningful education journeys for young people – particularly those at risk of exclusion or disengagement. Their person-centred approach focuses on inclusion, resilience, and long-term success.

About NAPCE
The National Association for Pastoral Care in Education (NAPCE) is a UK-based charity and membership organisation that promotes the development of pastoral care in education. Founded in 1982, NAPCE provides professional development, research, and resources for educators committed to supporting the whole child.

EVENT: NAPCE Chair Phil Jones to Lead Pupil Premium Online Conference in December – 20% Discount for NAPCE Members

NAPCE will be participating at Westminster Insight’s “Making the Most of Pupil Premium Digital Conference” in December.

This event will discuss the latest updates in funding, strategy and best practice.

At a time when school budgets are squeezed, it’s crucial to optimise your school’s use of Pupil Premium.

The Making the Most of Pupil Premium Digital Conference, organised by Westminster Insight, takes place online on Tuesday 2^nd December.

NAPCE is pleased to be supporting this important conference, which will be chaired by our National Chair Phil Jones.

Join Westminster Insight’s annual Making the Most of Pupil Premium Conference to hear the latest updates on Pupil Premium and take away best practice guidance to help you improve educational outcomes for disadvantaged students and close the attainment gap.

Designed for primary and secondary schools, take away practical guidance to help you plan and implement a robust, evidence-based Pupil Premium strategy.

Hear about potential changes to future Pupil Premium Funding and eligibility. You will hear from experts how to improve your Pupil Premium Strategy Statement and demonstrate the impact of Pupil Premium spending effectively to Ofsted.

• For more details including the programme for the day and to book your tickets follow the link url:https://www.westminsterinsight.com/conferences-and-events/pupil-premium/?booking_code=SPKR5080

Westminster Insight are offering a 20% discount for NAPCE members to attend the conference using the code SPKR5080. 

Join the discussion by using the conference Hashtag #PupilPremiumWM

EVENT: NAPCE Partners with ASCL for the Conference for Pastoral Leaders 2026

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

The 2026 event takes place on Thursday 29^th January at Bridgewater Hall in Manchester from 8-30 am until 4-00pm. The title for the 2026 conference is ‘Sharing Good Practice to Strengthen Engagement and Participation.

The conference will invite pastoral leaders to explore how re-valuing pastoral leadership can drive improvement through stronger engagement, attendance and behaviour.

Delegates will leave with an understanding of what good practice looks like in supporting learners and how pastoral leaders by implementing effective pastoral care can ensure that every learner feels supported to achieve their full potential.

The conference will share current thinking about how to build coherent pastoral structures, fostering parental partnerships and using data to target interventions. The expert speakers include David Whitaker, Director of Learning at Wellspring Academy Trust and Professor John Jerrim, Director of Research, for ImpactEd Group.

NAPCE working in partnership with ASCL has contributed to the planning for the event and will be there on the day. The ASCL Annual Conference for pastoral leaders is always an important event in the education calendar and it is important for delegates to book their tickets early to not be disappointed.

NAPCE looks forward to the opportunity to meet our members at the conference and other professionals with an interest in how effective pastoral care can support the education of children and young people.

Together we will examine how strong pastoral leadership underpins a thriving, connected and successful school community.

To find out more about the conference and to book your tickets follow the link ASCL – ASCL Conference for Pastoral Leaders

AWARDS: Entry for NAPCE Awards 2026 Now Open

NATIONAL AWARDS FOR PASTORAL CARE IN EDUCATION 2025 – ENTRY NOW OPEN

Entry for the National Awards for Pastoral Care in Education 2026 is now open.

The Awards is the first and only scheme based in the UK to recognise great practice of pastoral care providers in the education sector and is now in its seventh year.

We have been delighted with the success of the NAPCE Awards since we launched in 2020 and the initiative continues to go from strength to strength.

The Presentation Ceremony at Worcestershire County Cricket Club in October 2025 was a sold out, for the third year running.

The closing date for all categories this year will be Tuesday, 12th May, 2026, but there’s no reason to wait, get your entries in now.

Just like in previous years, the finalists of the National Awards for Pastoral Care in Education will be selected by an independent judging panel and invited to attend the ceremony to share the experience with peers and find out who wins each Award.

This year we have added one new category, taking the total number of accolades up for grabs to eleven.

The new awards category is Effective Pastoral Care to Support Transition, which is open for public entry.

NAPCE is inviting nominations in the following categories.

Pastoral School of the Year
Pastoral Team of the Year
Pastoral Member of Staff of the Year
Pastoral Leader of the Year
Pastoral Development of the Year
Raising Awareness about Pastoral Care
Outstanding Contribution to Pastoral Care
International Contribution to Pastoral Care
Effective Pastoral Care to Support Transition
Special Recognition Award
The Lifetime Achievement Award

You can enter the NAPCE categories here https://napceawards.wufoo.com/forms/napce-awards-2026-entry-form

Nominations are encouraged for awards in different categories from schools and educational establishments and you DO NOT need to currently be a member of NAPCE to take part.

NAPCE Awards 2026 is an excellent opportunity to share good practice in pastoral care and through our social media, website and those of our partners, the Awards raises awareness of where pastoral support is making a real difference in the educational experience of young people.

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

This is an opportunity to recognise the impact the work of pastoral staff is having on the achievement and well being of young people.

The decisions about prize winners in each category will be made by a panel of invited professionals who work in pastoral care.

There will be a prize of one year’s FREE NAPCE membership for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

The criteria for the NAPCE awards are;

• Pastoral School of the Year

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

• Pastoral Team of the Year

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

• Pastoral Member of Staff of the Year

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

• Pastoral Leader of the Year

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

• Pastoral Development of the Year

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

• Raising Awareness about Pastoral Care

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

• Outstanding Contribution to Pastoral Care

A person, group or organisation that has made a real difference for the benefit of young people in the area of pastoral care

• International Contribution to Pastoral Care

An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care

Effective Pastoral Care to Support Transition

An Award for working in collaboration to ensure that children and young people have a positive experience of transition to a new school or education setting. Demonstrating effective use of pastoral systems to support transition

• Special Recognition Award

To recognise the high-quality pastoral care and support provided by and organisation or individual where it has been demonstrated that this has had a significant impact on supporting learners and that it has been sustained over a period of time

• The Lifetime Achievement Award

To recognise the exceptional contribution made to pastoral care in education by an individual or organisation.

Nominations for the NAPCE Awards are welcome from member schools and institutions and from schools and institutions that are not currently members of NAPCE.