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

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

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

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

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

The portrayal of school is overwhelmingly negative.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dr Noel Purdy
Stranmillis University College, Belfast
Deputy Editor, Pastoral Care in Education
n.purdy@stran.ac.uk

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

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

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

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

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

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

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

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

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

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

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

A degree of openness is required with all stakeholders.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dominic Riste
NEC Member, NAPCE

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

Using Data to Create Effective Strategies in Schools by Luke Ramsden

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

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

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

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

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

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

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

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

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

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

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

Using data on attendance

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

All schools already closely monitor student attendance through their registers.

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

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

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

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

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

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

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

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

Behaviour tracking

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

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

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

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

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

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

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

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

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

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

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

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

Pastoral tracking

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

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

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

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

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

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

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

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

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

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

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

Using Data Insights To Positively Impact Pastoral Care

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

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

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

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

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

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

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

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

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

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

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

On one side of the coin, absolutely.

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

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

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

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

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

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

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

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

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

So how does it work?

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

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

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

Alex Kyriacou
Director
UOK Wellbeing

MEMBERSHIP: Renewals for NAPCE 2022 Membership Are Being Sent Out

2022 Membership Renewals – NAPCE

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

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

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

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

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

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

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

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

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

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

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

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

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

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

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

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

The categories for the awards this year are:-

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Raising Awareness about Pastoral Care
An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Helen Burton (Deputy Headteacher) Belmont Community School, Belmont Durham.

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

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

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

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

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

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

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

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

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

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

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

Alison Simpson, Cobden Primary School, Loughborough, Leicestershire

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

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

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

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

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

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

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

Safer Internet Day 2022

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Phil Jones
National Chair
NAPCE

MEMBERSHIP: Renewals for NAPCE 2022 Membership Are Being Sent Out

2022 Membership Renewals – NAPCE

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

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

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

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

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

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

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

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

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

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

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

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

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

Safeguarding Supervision in Schools – The Need to and the Purpose

Supervision – The Need

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

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

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

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

These experiences of made two things clear to me:

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

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

Supervision – The Purpose

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

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

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

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

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

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

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

Further reading:

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

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

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

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

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

About the Author (Carle Elder):

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

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

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

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

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

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

The categories for the awards this year are:-

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Raising Awareness about Pastoral Care
An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Their work focuses on helping our autistic learners to understand their emotions and regulate themselves appropriately.

The team works with families through home visits and family support to ensure the work in school is continued at home.

Success through lockdown was a 96% engagement from families and in school through negative incidents decreasing dramatically and positive records increasing by over 200%.
.
Limavady High School , Limavady, Northern Ireland.

Team = Vice Principal, SENCO, 2 Heads of Key Stage and 6 Heads of Year. Team members have attended training in mental health first aid, suicide prevention, ACEs and neglect.

Focus on restorative practice, building relationships and engaging with parents. Surveys used during lockdown to identify pupils struggling and all received phone calls/virtual meetings.

Delivery of personal development programmes with a focus on 5 Ways to Wellbeing and core values. Every external agency meeting is attended. Provision of safe spaces and bespoke support packages.

Team focus on pupil voice which is a School Development Plan priority. RESTORE programme after lockdown.

Nidderdale High School, Pateley Bridge, North Yorkshire.

Nidderdale High School Pastoral Team are nominated for their strength and togetherness and for the support they continually offer to every young person in the school, their families and carers.

They have a reputation for resolving complex and difficult cases, often using the environment of the Nidderdale countryside to find bespoke ways of working whilst additionally promoting good mental health and wellbeing.

The Pastoral Team has ensured that every young person felt supported, listened to and noticed throughout the periods of closure and uncertainty.

They have remained contactable, approachable, inclusive and strong, promoting a constant culture of kindness and care.

Buxton Community School, Buxton, Derbyshire.

The pastoral team at BCS put our children at the heart of everything they do. Well-being, emotional health, safety, friendships, parental support and supporting children with SEND.

They’ve worked tirelessly through COVID and are now helping children get back into normal routines. School is a safer, happier and more nurturing place because of this team of absolute heroes.

They’re amazing and our students, staff and parents are lucky to have these people in their lives. Thank you.

Have a look at this link to see how our finalists celebrated as the winners were announced at the Presentation Ceremony.

https://twitter.com/i/status/1441318847152230402

The 2022 National Awards for pastoral care are about to be launched and to find out how you can make nominations to recognise good practice in pastoral care in education follow NAPCE on Twitter @NAPCE1 and look out for details in future editions of the NAPCE newsletter and on the website www.napce.org.uk

ANTI-BULLYING WEEK: A New Book by NAPCE Editorial Board Member Helen Cowie Raises Awareness of Bullying

Anti-bullying week 2021 – A School For Everyone: Stories and Lesson Plans to Teach Inclusivity and Social Issues

Anti-bullying Week, coordinated by the Anti-Bullying Alliance, is an annual event empowering everyone to unite against bullying. “One Kind Word,” the theme of Anti-Bullying Week 2021, which runs from 15th – 19th November, focuses on how little acts of kindness can make a huge impact and how we should all respect each other’s differences.

“A SCHOOL FOR EVERYONE: Stories and Lesson Plans to Teach Inclusivity and Social Issues” is a research-informed empathy-building discussion tool for educators that shares this anti-bullying message, encouraging respect for individuality and showing young people how they can make a difference.

By increasing knowledge and understanding of a wide range of social and emotional issues, the book promotes acceptance and celebration of diversity in the school environment so that all classmates feel valued and included.

The compendium provides 16 stories told from the different perspectives of individual children from one class over the course of three terms.

Each chapter opens with discussions about tricky topics including gender diversity, bereavement, disability, body image, frenemies, cyber-bullying, parental divorce, living in poverty, and climate change, to help children develop empathy for their peers.

Shared reading of a story gives each child insight into the inner thoughts of a character who is experiencing distressing emotions.

Alongside classmates who are facing these difficult issues, we also meet Jakub who is from Poland, Molly who is not a stereotypical girl, Oliver who is on the autism spectrum, Jamie whose dad is in prison, Hind who is a refugee, Margaret who is from a gypsy family, and Michael who learns about important Black Britons. By reading their stories, young people start to imagine what it feels like to be one of them.

For each issue raised, the story is followed by a fact file, a set of interactive activities, lesson plans and a bank of resources to further enhance understanding and promote empathy.

Research suggests that interacting with peers and guiding children’s learning can help children learn more than working on their own.

The activities are designed for children to work together to support their learning. In the group setting, minds meet and beliefs can be discussed within a supportive environment.

Bystanders can reflect on the positive impact of just one kind word. Marginalised children can gain hope that there are solutions to difficult situations. Children who bully can see the effect of negative behaviour on the character in the story.

There are several characteristics typical of children exhibiting bullying behaviours – and a lack of empathy for the distress that their actions cause is a key characteristic. One way to increase empathy is through real or “imagined” contact. Research studies have found that when people from different groups make contact with each other, prejudice is reduced and relations are improved.

However, there are two ways in which this contact is difficult.

First, reduction of prejudice can only work when there is an opportunity for contact. Some schools may have low levels of diversity so that children do not have the opportunity to interact with people who are different from themselves. Second, sometimes people become anxious about interacting with someone who is different from themselves, preventing contact from reducing prejudice.

This is another reason why the concept of imaginary contact becomes so important. Imagined contact can reduce children’s future anxiety about meeting people different from themselves.

Reading stories about people who are different and leading children to imagine interacting with them – imaginary contact – can be a powerful force for change.

Researchers have found that imagining an intergroup interaction can have many of the same effects as actually participating in intergroup contact.

The first-person stories and activities in “A School for Everyone” aim to create contact, leading to more compassionate and inclusive classrooms, where diversity is celebrated. Just as one kind word can lead to another, our hope is that “A School for Everyone” can make a difference.

https://uk.jkp.com/products/a-school-for-everyone

Helen Cowie
Editorial Board Member
NAPCE

MEMBERSHIP: Renewals for NAPCE 2022 Membership Are Being Sent Out

2022 Membership Renewals – NAPCE

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

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

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

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

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

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

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

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

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

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

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

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

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

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

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

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

The categories for the awards this year are:-

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Raising Awareness about Pastoral Care
An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

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

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

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

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

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

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

ARTICLE: NAPCE Chair Phil Jones Explores the Difference NAPCE has Made for Almost 40 years

Making a Difference for 40 Years – NAPCE Raises Awareness about the Importance of Pastoral Care in Education.

Introduction

The National Association for Pastoral Care in Education, (NAPCE), raises awareness about the important contribution pastoral care makes to the learning experience of young people.

This article will explain how NAPCE was formed nearly 40 years ago and since then has been supporting research into pastoral care and good practice in schools, colleges, and universities, for the benefit of learners.

It will explore how NAPCE, as a charity, with the support of its members has made a positive contribution, to improving the educational experience of generations of learners, by encouraging developments and the effective delivery of pastoral care.

In the time since NAPCE was formed in 1982 there have been many changes in education and many challenges to face, including a global pandemic.

What has not changed is that young people need support and encouragement to achieve their full potential.

The aims of the Association in its Constitution are.

1. To support all who have a professional concern for pastoral care whether general or specific.
2. To promote the theoretical study of pastoral care in education.
3. To disseminate good practice in pastoral care in education.
4. To promote the education, training, and development of those engaged in pastoral care in education.
5. To liaise with other organisations having similar objects.

The work and activities of the Association is organised by members elected to the National Executive Committee.

This delegates powers as required, to sub- committees, including the Editorial Board, which manages the publication of the Association’s, respected international academic journal, ‘Pastoral Care in Education’. This has been published four times each year since February 1983 and the current publishers are Taylor and Francis.

The Association will be celebrating its 40^th anniversary in 2022.

In 1982 when the Association was first formed, I was in my first year of teaching.

I had studied for my degree and teaching qualification in the Midlands but when I qualified, teaching posts were hard to find. I applied to schools across the country.

When I had an invitation for an interview from a school in Romford, in Essex, I had to look it up on a map to find where it was, which is a little embarrassing as I went on to teach Geography!

I remember that I shocked many of my new colleagues, by asking to be a form tutor.

I was passionate about making a difference for the young people in my care, but they just thought I was naïve wanting extra work.

It might be hard for younger readers to imagine, but there was no internet at this time and the only way to keep up to date with the latest news and developments was to meet people ‘face to face’.

That is why I joined the Havering branch of NAPCE, as a founder member and along with other teachers and professionals, interested in pastoral care attended the regular meetings, to keep myself informed and aware of new ideas.

The first publication of ‘Pastoral Care in Education’, announced in February 1983 that, “The curse of those who have responsibility for pastoral care provision is that they have always ‘lived in interesting times’, and until last October, have done so without the support of a professional association to which they could turn for assistance, advice or the exchange of ideas and information. In October, long overdue but at last, the National Association for Pastoral Care in Education was born”.

A West Midlands Association for Pastoral Care had been formed on the initiative of Peter Lang and Michael Marland was invited to be the keynote speaker at its second conference.

The success of this conference encouraged ideas of a national association. Michael Marland was approached, and he enthusiastically took up the idea and became the Association ‘s first Chairperson.

The need for a national association for pastoral care had been seen, when over 300 delegates had attended the inaugural conference, in Dudley, in October 1982.

The membership of the Association quickly grew to nearly 1,000. The founder Chairperson was Michael Marland, and he spoke at the conference about the plight of many thousands of teachers who carry special responsibility for pastoral care, with little training and with very limited support given to the support of the development of pastoral care in schools by the local or national government or by many of the institutions, with responsibility for training teachers.

He argued, that as most teachers would have some pastoral responsibilities that they should have training and support to enable them to be effective in that role.

It can easily be argued that these words are as relevant today with schools and education often being focused on academic outcomes.

This demonstrates that there is a need for a national association to make the case for education, supporting the personal development of young people as well as achieving good examination results.

Michael Marland and the other founder members of NAPCE inspired educationalists to understand the huge impact schools and education can have on supporting young people to achieve their full potential from their education and to prepare them for their future roles in society.

Since those early days of the Association, it has been responsible for bringing together professionals who share an interest in pastoral care and the positive contribution it can make to a young person’s education.

Professionals would meet in local associations around the United Kingdom, at conferences and at training events. Meetings have taken place at different venues including, Warwick University, the Institute of Education and recently Kings College in London, until the pandemic forced NAPCE to join the world of virtual events.

One of my memories of a NAPCE event was as a young teacher, being the partner for Michael Marland in a training event for pastoral staff. I remember that he was as interested in my views and experiences as I was in learning from him. The Times reported, after Michael Marland’s death in 2008 that he was:
”A passionate believer in education being a major force for good and that regardless of race, belief, social background or attitude, education helps us to understand ourselves and each other. Education he said is not about systems and strategies and structures. His craft was the classroom, but his passion was people and unlocking their potential”.

The words and work of the founder members of NAPCE, such as Michael Marland, have inspired generations of educationalists, to become members of NAPCE and to share ideas and good practice about how young people can benefit from effective pastoral care.

The activities of NAPCE have changed over the years, in response to changes in education and the arrival of new technology and the internet.

The activities of NAPCE have included developing training resources, providing guidance on good practice, being asked to provide advice for government and other policy makers and organising conferences and opportunities for members to meet.

Evidence of how the work of NAPCE has evolved has been seen during the global pandemic, with the first ever online event, for the first National Awards for Pastoral Care in Education.

In July, the Association will be organising its first online conference, with the title, ‘Does Every Child Still Matter? A New Approach to Education’.

This will explore how education will change, following the experience of the global pandemic and the role that pastoral care has in supporting the development of education in the future.

NAPCE continues to develop partnerships, as its constitution encourages, with other organisations that share similar interest in supporting the education of young people.

In recent years NAPCE has developed a positive partnership with the Association of Schools and College Leaders (ASCL) and has for example contributed to the planning and delivery of their annual conference for Pastoral Leaders.

A positive partnership has been developed with BlueSky Education, who were one of the sponsors of the first National Awards for Pastoral Care in Education and will once again be sponsors in 2021.

It was a pleasure to be invited by BlueSky Education, to represent NAPCE by leading a webinar at the excellent ‘Festival of Learning’ in 2020 and to have recently contributed to the BlueSky Learning platform by developing a module on pastoral leadership.

There have been many changes in education since NAPCE was formed 40 years ago, but inspired by the founder members, it continues to look for opportunities to support the learning experience and future life chances of young people.

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

References
Editorial, Pastoral Care in Education, Volume 1, Number 1, February 1983
Michael Marland Obituary, Times Newspaper, July 7^th, 2008.
Michael Marland CBE, MA. A Tribute. Pastoral Care in Education, Volume 26, Number4, December 2008.

Contact admin@napce.org.uk for information about membership, The National Awards for Pastoral Care in Education, future events including the July 2021 Conference and to register for the free monthly newsletter.

AWARDS: One Month Left to Enter National Awards for Pastoral Care in Education 2021

There is just one month left to enter the second annual National Awards for Pastoral Care in Education 2021.

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

The closing date for all categories this year is Monday May 24th, 2021, and ALL schools are urged to submit their entries, which is a simple online process.

This year we’ve added a new category in International Contribution to Pastoral Care this year, a worthy addition to the seven existing classifications which proved so popular in 2020.

Just like last year, the finalists of the National Awards for Pastoral Care in Education will be invited to attend the ceremony on Friday, September 24th, 2021 to share the experience with peers and find out who wins each Award.

Speaking about the Awards, Phil Jones, Chair of NAPCE, said: “There is now just one month for schools and other educational establishments to make their nominations for the NAPCE awards and we urge them to take part.

“We think this year, maybe more than ever, it is so important to shine a spotlight on the pastoral heroes who have done so much to support our young people through the COVID-19 pandemic.

“The nomination process is very quick to complete and we urge all schools, individuals and associated organisations to get involved, recognition for those who make a real difference is so important.” 

Criteria for Each Category
 
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 in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Any school or organisation can make a nomination for one or more of the categories. You do not need to be a member of NAPCE to make a nomination. Self-nominations are accepted.
 
Nominations are supported with information about how they meet the criteria for the category.

Nominations are for pastoral work during the 2020-21 academic year. The finalists and winners are selected by the judging panel of leading academics and practitioners in pastoral care and education. All finalists are invited to attend a presentation event when the winners are announced. 

There is a prize of one hundred pounds for the school, university, or organisation that the winners represent, in each category, to support their future work in pastoral care. There are prizes and plaques for winners and certificates for finalists. 
 
Nominations opened on Monday 18^th January, 2021 and it is a good idea to make your nomination as soon as possible so you do not forget. 
 

To make your nomination

You can enter the NAPCE Awards here  https://napceawards.wufoo.com/forms/napce-awards-2021-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.

CONFERENCE: FREE tickets available now for NAPCE Conference 2021

Hurry! Last remaining tickets are available now for the NAPCE Conference 2021, which will be held online in July and is FREE to attend.

The Conference will take place over three days from July 7th to 9th and places will be limited to 100 people, to enable as many quality opportunities as possible for delegates to integrate and share ideas and good practice.

The theme for this year’s Conference is:-

Does Every Child Still Matter? A New Approach to Education

The Conference will explore current issues and challenges that professionals in pastoral roles are facing and will continue to face in the coming months.

The programme for the conference is as follows:-

Wednesday 7th July 

2-00pm Welcome to the Conference – Phil Jones, Chair of NAPCE
2-10pm Presentation One – Combatting Online Sexual Harassment – Why we need RSE More Than Ever – Professor Kaitlyn Mendes, Leicester University
2-40pm Questions
2-45pm Presentation Two – Promoting Social and Emotional Well-Being – The Thrive Approach. (Presenter to be confirmed)
3-15pm Questions
3-20pm Presentation Three – The Challenges of Managing Behaviour after Remote Learning – Connor Acton- NAPCE, National Executive Committee
3-50pm Questions
3-55pm Close – Phil Jones – Chair of NAPCE

Thursday 8th July

7-00pm to 8-00pm NAPCE QUESTION TIME – The Challenges and Opportunities for Education Following the Experience of the Global Pandemic.
Chaired by Phil Jones, Chair of NAPCE
Confirmed members of the panel.
Professor Stan Tucker, Newman University, Birmingham. Editor of Pastoral Care in Education.
Margaret Mulholland ASCL SEND and Inclusion Specialist.
Other panel members to be confirmed soon.

Friday 9th July

10-00am Welcome – Phil Jones, Chair of NAPCE
10-10am Presentation 4 -Building Positive Relationships for Learning – Helen Peter
10-40 Questions
10-45am Presentation 5  – Proactive Pastoral Care -Maria O Neil – Founder UK Pastoral Chat
11-15am Questions
11-20am Presentation 6 -Â Engaging Learners – Phil Jones, Chair of NAPCE
11-50 am Questions.
11-55am Close – Phil Jones, Chair of NAPCE

By registering for the Conference delegates will be sent links to join all three of the conference sessions.

For the more details and the latest information about the Conference please visit the NAPCE page on Eventbrite, via the link at the bottom of this article.

NAPCE members will have an exclusive period to book tickets for the event until the end of March.

Tickets will then be available during April for people registered for the circulation list for the NAPCE monthly newsletter.

Any remaining tickets will then be made available to the public.

NAPCE is also planning a conference for September 2022 as part of its 40th Anniversary celebrations at a venue to be announced.

Event link for information and tickets:

https://www.eventbrite.co.uk/e/does-every-child-still-matter-a-new-approach-to-education-tickets-146551434285

REPORT: NAPCE Annual General Meeting Chair/Secretary Report 2020/21

 

EVENT: A Report on the Very Latest Events Involving the National Association for Pastoral Care in Education

During the Pandemic NAPCE has continued to connect with pastoral care professionals, associations and supportive businesses who have a significant interest in pastoral care in schools.

Of course, many of the events that would have been in-person are now taking place online and, in fact, new events have been organised because of the communication potential of the internet.

We are very pleased to share a fresh update on the events which NAPCE has been, or will be, involved with recently.

The Festival of Learning 2020

The Festival of Learning is an online event organised by Blue Sky Education to support new members of the profession.

Leading educationalists shared their expertise in webinars form 17^th November until 8^th December. The topics included. Building your Resourcefulness, Mindfulness Tools, Effective Assessment, Using Outlook, How to Build Motivation for Learning, Parents as Partners, and desk Yoga.

More information about the programme for the festival can be found on the BlueSky Education website. (Festival of Learning · BlueSky Learning)

One of the educationalists invited to present a webinar was our National Chair, Phil Jones. Phil presented a webinar with the title ‘Pastoral Care and Remote Learning’ and over 150 professionals form different parts of the country and around the world signed up to participate in this live event.

The webinar explored the pastoral demands that schools face during remote learning and what lessons can be learnt from the experience for improving future delivery of pastoral care and support for young people.

More information about the webinar presented by Phil Jones is available by following the link https://blueskylearning.co.uk/courses/47

Safer Internet Day 

NAPCE is pleased to be invited for the first time to be involved in the planning of Safer Internet Day which takes place on Tuesday 9^th February 2021.

Phil Jones our National Chair has been attending meetings to contribute to the planning of the 2021 event. 170 countries around the world participate in safer Internet days to promote the safe use of the internet by young people.

The aim for the UK event is to inspire a national conversation about using technology respectfully, critically, and creatively, reaching more young people than ever before.

The 2021 Safer Internet Day will be a virtual event and will include a live streamed presentation hosted by BT from the BT studios. Attendance is by invitation only.

It will include information about the latest research and contributions from government and industry leaders and films from schools.  The focus for the 2021 campaign is on an ‘internet that we trust’.

Resources are available online by visiting the website at www.saferinternetday.org.uk.

The resources include packs for schools with ideas for assemblies and lessons with presentation slides.

Safer Internet Films are available for different age groups and for parents.

More details are available by following the link below.

https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2021/i-work-young-people

Organisations can register as a supporter organisation as NAPCE has done and share your plans for how you will be supporting Safer internet day 2021
https://www.saferinternet.org.uk/2021/register

The social media links for the event are
Twitter
@uk-SIC
Instagram
@uk-SIC
www.facebook.com/saferinternetuk

Hashtag for the 2021 campaign is #AnInternetWeTrust

NAPCE is proud to be supporting the 2021 event, which is probably more important than ever because of the impact of the pandemic and the increasing amount of time young people are spending online. This is clearly an issue, that will be important for everybody with an interest in pastoral care and the well being of young people, and we hope you will give your support for the campaign to help make the internet a safe place in the future.

Association of School and College Leaders Annual Conference for Pastoral Leaders

NAPCE has for the last few years been a partner with ASCL in the planning and organisation of the annual conference for pastoral leaders. This year the conference will be a virtual event and will take place over several days in January 2021. Details about the conference can be found on the ASCL website by following this link,  https://www.ascl.org.uk/pastoral.

The Twitter hashtag for the conference is – #asclcare and @ASCL_UK. Confirmed speakers include Geoff Barton ASCL General Secretary and Margaret Mulholland the SEND and inclusion specialist for ASCL.

In a year that has brought extraordinary challenges for everyone the conference will provide the latest thinking and ideas about how pastoral leaders can respond. NAPCE Chair, Phil Jones will be presenting a workshop in partnership with Maria O Neil from UK Pastoral Chat looking at the impact of remote learning on pastoral care policy and practice.

This workshop is planned to take place on Monday January 25^th between 11-30 and 12-30. Please visit the ASCL website for information about how to book a place for the conference.

The National Awards for Pastoral Care in Education 2021 organised by NAPCE

Following the huge success of the 2020 Awards despite the challenges presented by the pandemic NAPCE is pleased to announce that nominations for the 2021 National Awards for pastoral Care in Education organised by NAPCE will open soon.

After the additional challenges from the pandemic for professionals working in pastoral care this year it is more important than ever that the work and achievements of these people are recognised.

We hope that you will be involved by taking the time to nominate people who deserved to be recognised for the difference they make in the learning experience and future life chances of young people.

The categories for 2021 will be,

• 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

Please follow NAPCE on Twitter at NAPCE@NAPCE one for the latest news about the 2021 Awards and information about when the Awards will be launched and how to nominate.

Thank you to sponsors who have already confirmed that they would like to support one of the awards in 2021.

If you are interested in being a sponsor for the 2021 Awards, please contact NAPCE at admin@napce.org.uk

EVENT UPDATE: The latest on the ASCL Online Conference for Pastoral Leaders in January

NAPCE is very proud to be partnering again with the Association of School & College Leaders for a new online Conference in January 2021 and we are delighted to provide an update on the content of the event.

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

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

Also taking to the virtual podium at the event will be Dr Carlene Firmin MBE, Head of Contextual Safeguarding Programme at the University of Bedfordshire and Gavin Oattes, Managing Director and Owner of Tree of Knowledge.

Additionally, NAPCE Chair, Phil Jones will be presenting a workshop in partnership with Maria O’ Neill from UK Pastoral Chat looking at the impact of remote learning on pastoral care policy and practice.

This workshop is planned to take place on January 25^th between 11.30am and 12.30pm.

About the Event

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

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

How it works

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

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

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

Webinar Requirements 

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

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

Fee

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

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

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

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

 

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

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

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

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

Additional speakers will be announced soon.

About the Event

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

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

How it works

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

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

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

Webinar Requirements 

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

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

Fee

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

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

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

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

The 2021 Education “Reset”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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