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NAPCE News – August 2023

NAPCE News – August 2023

Making a positive difference to young people through pastoral care

LEAD ARTICLE: “Do our schools in the post pandemic 21st century adequately prepare our young people for the life that the majority will live?” by NAPCE’s Jill Robson –

Do our schools in the post pandemic 21st century adequately prepare our young people for the life that the majority will live?
My attention was caught recently, by an article in The Times in June, reporting that Chief Scout and adventurer Bear Grylls had declared that schools are not teaching the skills that matter, when life is harder for young people, than at any previous time.

Bear Grylls has long been critical of the education system, contributing to a Times Education Commission in Jan 2022, he stated that our education and assessment system is too narrow and should recognise and reward life skills such as resilience.

He is also attributed with stating that there is a huge gap between the skills that young people need for life and what is being taught in schools and that we need to close the life skills gap and demystify what is required to succeed in life.

Tim Brighouse and Mick Waters writing in the TES in March 2022 said the they believed that the push for a knowledge-rich curriculum and a focus on facts means we may have created a generation unprepared for the modern world.

When you look at schools’ visions statements, they frequently include an intention to prepare their students for adult life. Definitions of the word education often includes such phrases as “systematic instruction, schooling or training in preparation for life”.

The question is, do our schools in the post pandemic 21st century adequately prepare our young people for the life that the majority will live?

When NAPCE was formed it was recognised that young people needed to learn skills that were not always taught in schools and as someone who was around in the early days of the association, it is incredibly frustrating that we are still having these discussions on the appropriateness of the curriculum, forty years on.

Possibly the reluctance of successive governments to adapt what is taught in schools is because it is easy to measure progress in Maths, English and Science in terms of levels and grades, whereas it is not as easy to assess young people’s progress in relationships, confidence and resilience.

So, what skills do we need to include in a new curriculum to prepare young people adequately for their adult life?

The starting point should be interpersonal and communication skills, the ability to build relationships, to communicate effectively, work in teams and deal with conflict and assertiveness strategies that are vital to young people, to cope with adult life and to avoid bullying and mental health issues.

Watch any secondary students walking to, or from schools and you can observe a number of them with their eyes fixed on their phones rather than communicating with each other. Technology is obviously advantageous in the education process in the modern world but not to the exclusion of human interaction.

The other essential is critical thinking skills, the ability to reason, question ideas and to think objectively and rationally about issues which affect them, rather than accepting them at face value.

This would include decision making and problem-solving skills which are important in a democratic society where the media and the internet are so influential in shaping ideas.

Mandell Creighton, the historian and Bishop of London in the 19th century remarked that “the one real object of education is to leave man in the condition of constantly asking questions” and this is still a commendable aim two centuries later.

Money management and financial skills, the ability to manage a budget and plan financially, understanding home acquisition and responsibilities, are also relevant, particularly in the present financial climate, where people are struggling to pay mortgages and homelessness is on the increase.

One area we have particularly neglected in the English education system has been parenting, understanding pregnancy and child development, supporting learning in babies and children.

Child development has often appeared as an option in Year 10 but not as a compulsory element for all young people. When you consider that it is a role that the majority of young people will fulfil during their adult life, it is incredible that we offer no educational support for this vital role in our society.

Another gap in the present education curriculum is the teaching of practical cooking skills. At one time young people were taught what was referred to as Domestic Science, which later became Home Economics and then Food Technology but which has disappeared totally in some schools.

In terms of Maslow’s hierarchy of human need, physiological needs form the basis of the pyramid, yet the ability to provide for that need is not addressed in many schools which have abandoned the teaching of the subject.

In Health Education students learn about healthy diets but are not necessarily given the skills to create them themselves. Being able to cook and prepare meals at home particularly healthy meals is often beyond some parents who rely on expensive ready meals or takeaways.

In one school where I taught, we had a family of six children who ate free school meals at lunchtime but had takeaway pizza every evening at home. The irony was not lost on me when I went to observe a food technology lesson where one of the children was in the class, to find that the aim of the lesson was to design a pizza box.

Television cookery programmes aim to fill the gap by showing people how to make nutritious meals on limited budgets when at one time this teaching was done in the home or school.

This suggested list is not exhaustive, there are other topics which more detailed analysis may identify. The ideas are not radical, they have been around for many years and have been presented in numerous programmes, Bear Grylls himself has introduced one called “Becoming x education” but there have been several over the years which have been implemented as an add on to the curriculum.

What is needed is a total overhaul of what is taught in our schools so that these important skills can be embedded in the curriculum and we can achieve the point, at which we can confidently state, that our education system does prepare our young people for the reality of adult life in the 21st century.

Jill Robson
Secretary
NAPCE

AWARDS: NAPCE Awards 2023 Sponsors Unveiled 

Sponsors for the 2023 National Awards for Pastoral Care in Education, Presentation Event Announced

NAPCE is pleased to announce a partnership with Majesticare as our main sponsor for the Presentation Event of the 2023 National Awards for Pastoral Care in Education.

The presentation event takes place in the splendid setting of the Graeme Hick Pavilion at Worcestershire County Cricket Club in Worcester on Friday 29thSeptember.

Sponsors, judges, NAPCE members, and finalists in the eight categories for the awards will join together to celebrate and value the excellent contributions that are made by people working in pastoral roles that make a positive difference in the learning experience and future life chances of children and young people.

On the evening the winners of the awards in each category will be announced and the plaques and prizes awarded.

NAPCE is proud to work in partnership with Majesticare, who provide exceptional care in their care homes.

They are excellent partners for the awards because they have been providing award winning care in their care homes for over 20 years.

They are considered to be one of the UK’s leading care home providers with beautiful residential, nursing and dementia care homes across Worcestershire, the Home Counties, Buckinghamshire and into Somerset.

Like education, providing care in a care home setting requires a skilled and dedicated workforce to meet the different needs of the people in their care.

Majesticare understand what it means to provide exceptional care with a stimulating and vibrant community for the people in their care.

NAPCE is pleased to be working in partnership with our sponsors of the eight awards categories to raise awareness about the excellent practice in pastoral care in education.

These include The Association of School and College Leaders (ASCL)who represent and support more than 24,000 school leaders. Their members are responsible for the education of more than four million children and young people. They are sponsoring the Raising Awareness about Pastoral Care category.

Other sponsors include the publishers Taylor and Francis (Pastoral Leader of the Year) and Crown House Publishing (Pastoral Development of the Year). Taylor and Francis work in partnership with NAPCE for the publication of the Association’s academic journal ‘Pastoral Care in Education’.

Taylor and Francis is a specialist in scholarly research and in helping academic and research communities make new breakthroughs. They curate, produce and publish scholarly research and research referenced-led content enabling the latest academic thinking and discovery to be shared and built on. 

Crown House Publishing is an independent publisher of books. It is a rapidly growing publishing house specialising in the areas of Education, Coaching, Business Training and Development, Neuro-Linguistic Programming, Hypnotherapy, Psychotherapy, Counselling, Self – Help, Mind Body Spirit, and Personal Growth. In 2019, 2020 and 2022 we were shortlisted for the Independent Publishing Guild Education Publisher of the Year Award.

The sponsor of the award for the International Contribution to Pastoral Care is Global Equality Collective, (GEC) who are award winning diversity and inclusion providers. Their aim is to make ordinary classrooms extraordinarily inclusive. They help schools to deliver better inclusion by sharing their expertise and through the GEC platform which provides state of the art analytics and benchmarking tool to support innovation.

The sponsor of the award for Outstanding Contribution to Pastoral Care is Eileen Donnelly Educational Development Limited. They support teachers and students personal, social and emotional development to help achieve success.

The Pastoral Member of Staff of the Year is sponsored in 2023 by North London Collegiate School, Jeju, South Korea. This is a British international School situated on the UNESCO world heritage island of Jeju in South Korea. It was founded in 2011 as a day and boarding school. The school has a belief in the potential of young people and that they can foster the drive and determination that will enable them to make a difference in the world.

NAPCE is pleased to be working partnership with Schools Consent Projectas the sponsors of the Pastoral School of the Year award. The Schools Consent Project (SCP) teaches sexual consent to young people aged 11-18 in schools across the UK. We aim to normalise conversations about consent amongst young people to challenge harmful attitudes.

The Pastoral Team of the Year award is sponsored by Connect to Purpose. It is the dream of a group of highly motivated education professionals connected with their passion for working with young people, pushing the boundaries of educational practice. Connect to Purpose is a start up charity that provides peaceful heritage sanctuaries for the rest and renewal of young people and their families who seek support in challenging times. As a charity NAPCE appreciates the support of all our sponsors to enable us to provide prizes and a memorable experience at the Presentation Event to recognise the excellent practice in pastoral care in education.

The places for the Presentation event had been fully reserved but we are pleased to announce that following discussions with the venue we have managed to arrange for some additional places to be made available. These can be reserved now on Eventbrite by following the link https://NAPCEawards23.eventbrite.co.uk

We hope that finalists, sponsors and anybody with an interest in supporting pastoral care in education will not miss this opportunity to attend this important event on the educational calendar. Don’t miss your chance to have your moment on the red carpet. The programme for the evening is.

Programme

7-00pm Guests arrive – Prosecco Reception served by venue staff, nibbles and pay bar open

7-30pm Welcome by the host for the evening, Phil Jones National Chair of NAPCE

7-35pm Guest Speaker Ronald Skelton M.Ed. B.Phil. B.Ed. (Hons) NPQH LLE. Headteacher and CEO of Broadway Academy in Birmingham and the longest serving headteacher in the region. ‘Building the culture and values of a school.’

7-45 pm Entertainment – Performers form Alderbrook School, Solihull

8-00 pm The Announcement of the Winners and Presentation of the Awards

  1. International Contribution to Pastoral Care Award 

Sponsored by Global Equality Collective 

Presented by (to be confirmed.)

International Contribution to Pastoral Care Finalists

  • Bromsgrove International School Thailand
  • NLCS Jeju
  • Charlene Secondary School Kiryandongo Uganda
  • University of Malta
  • International School Ikast-Brande

 

  1. Raising Awareness about Pastoral Care 

Sponsored by The Association of School and College Leaders

Presented by Margaret Mulholland from ASCL

Raising Awareness about Pastoral Care Finalists

  • Mr Stephen Page, All Saints Catholic College
  • Ellie Costello, Team Square Peg
  • Pastoral Care Department, Glenlola Collegiate School
  • Highfield and Brookham Schools,
  1. Outstanding Contribution to Pastoral Care

Sponsored by Eileen Donnelly Educational Development Limited

Presented by Eileen Donnelly, Member of NAPCE National Executive Committee (TBC)

Outstanding Contribution to Pastoral Care Finalists

  • Girls on Board
  • Heather Tuffs, Nidderdale High School
  • Lads Like Us
  • Sacred Heart PS, Derry
  • Mohammed Adam, Manchester Academy
  1. Pastoral Development of the Year

Sponsored by Crown House Publishing 

Presented by (to be confirmed.)

Pastoral Development of the Year Finalists

  • Christ the King Sixth Forms
  • Inclusion Hub, Friern Barnet School
  • Leighton Park School
  • St. Louis Grammar School Ballymena
  • Raymond Herron, St. Mary’s Christian Brothers Grammar School

Entertainment – featuring Sienna – fantastic young singer.

  1. Pastoral Leader of the Year

Sponsored by Taylor and Francis

Presented by Mel and Ellie from Majesticare

Pastoral Leader of the Year Finalists

  • Donna Merry, Southend YMCA Community School
  • Liz Weddle, JCoSS, Barnet
  • Mrs Aine Deane, Sacred Heart PS, Derry
  • Kathryn Bates, Shireland Collegiate Academy, Smethwick
  • Andrew Keep, St Bees School
  1. Pastoral Member of Staff of the Year

Sponsored by North London Collegiate School, Jeju, South Korea

Presented by Chloe, World Irish Dancing Champion

Entertainment – Irish Dancing 

Pastoral Member of Staff of the Year Finalists

  • Mr Matt Pont Beck Primary School
  • Raymond Kelly, St Patrick College Dungiven
  • Thomas Carter Stead, NLCS Jeju
  • Liz Tzouliou, East Barnet School
  • Mrs Aine Deane, Sacred Heart PS Derry
  1. Pastoral Team of the Year

Sponsored by Connect to Purpose.

Presented by Georgina Saralis Founder and CEO, Connect to Purpose. (TBC)

Pastoral Team of the Year Finalists

  • Pastoral Team at Shireland Collegiate Academy
  • SENDi Team Tudor Grange Academy Worcester
  • Pastoral Team, Stockport Academy
  • Institute of Policing’s Work Based Education Officers Team.
  • Team of Student Managers, Preston College
  1. Pastoral School of the Year

Sponsored by Schools Consent Project 

Presented by Luke Ramsden (TBC)

Pastoral School of the Year Finalists

  • Up Holland High School, Lancashire
  • Richard Cloudesley School
  • St Patrick College Dungiven
  • RGS The Grange
  • Holy Trinity Primary School

9-00pm Closing remarks by Phil Jones National Chair of NAPCE

10-15pm Last orders at Bar

10-30pm Event finishes

Please note there may be changes to the programme. 

We are looking forward to meeting our guests at the Presentation Event for the 2023 National Awards for Pastoral Care in Education. Guests are welcome to attend with colleagues, friends, and family. Why not spend a weekend in the lovely cathedral city of Worcester. There is a Premier Inn next door to the venue and there is a choice of accommodation in the city. The nearest train station to the venue is Foregate Street, Worcester, with good connections to London and other parts of the country. If you have any questions or for more information contact admin@napce.org.uk or follow the link https://NAPCEawards23.eventbrite.co.uk.

 

AWARDS: National Awards for Pastoral Care in Education 2023 – LAST TICKETS AVAILABLE, ALMOST SOLD OUT

 

A new tranche of tickets for the National Awards For Pastoral Care In Education 2023 are available now, but please book quickly, they’re almost SOLD OUT.

Now in its fourth year, the NAPCE Awards is a standout event on the education calendar.

With finalists announced in June, attention now turns to the Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester.

The ceremony is open to all people working in pastoral care in education roles.

It offers a unique opportunity to celebrate the work and achievements in pastoral care and is a wonderful networking event.

NAPCE National Chair Phil Jones said: “Following last year’s incredibly successful event, we are delighted to return to Worcester.

“The NAPCE Awards offers a unique opportunity to get so many people working in pastoral care in education together to mark all of our great achievements.’

Tickets for the NAPCE Awards are FREE and the event includes a fizz reception, guest speaker, entertainment, pay bar and the grand presentation.

To book FREE tickets for the showpiece Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester, click here: https://NAPCEawards23.eventbrite.co.uk

The NAPCE Awards was launched by  in 2019 and is the first UK-wide scheme to recognise outstanding achievements across pastoral care in education settings.

It was created to highlight excellent practice in pastoral care and to celebrate the people making a real difference in the educational experience of young people.

It also encourages new initiatives and ideas in pastoral care and recognises the contributions being made to developing policy and practice in pastoral support.

Details about how to book tickets will be sent to finalists directly, before being made available to people from across the education sector.

The 2023 Finalists – Main Sponsor Majesticare

Pastoral School of The Year sponsored by Schools Consent Project

(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)

Up Holland High School, Lancashire

Richard Cloudesley School

St Patrick’s College, Dungiven

RGS The Grange

Holy Trinity Primary School

Pastoral Team of The Year sponsored by Connect to Purpose

(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 Team at Shireland Collegiate Academy

SENDi Team Tudor Grange Academy, Worcester

Pastoral Team, Stockport Academy

Institute of Policing’s Work Based Education Officers Team

Team of Student Managers, Preston College

Pastoral Member of Staff of the Year sponsored by North London Collegiate School, Jeju, South Korea

(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)

Matt Pont Beck Primary School

Raymond Kelly, St Patrick’s College Dungiven

Thomas Carter Stead, NLCS Jeju

Liz Tzouliou, East Barnet School

Aine Deane, Sacred Heart PS, Derry

Pastoral Leader of Staff of the Year sponsored by Taylor and Francis

(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)

Donna Merry, Southend YMCA Community School

Liz Weddle, JCoSS, Barnet

Aine Deane, Sacred Heart PS, Derry

Kathryn Bates, Shireland Collegiate Academy, Smethwick

Andrew Keep, St Bees School

Pastoral Development of the Year sponsored by Crown House Publishing

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

Christ the King Sixth Forms

Inclusion Hub, Friern Barnet School

Leighton Park School

Louis Grammar School, Ballymena

Raymond Herron, St. Mary’s Christian Brothers Grammar School

Outstanding Contribution to Pastoral Care sponsored by Eileen Donnelly Educational Development Limited

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

Girls on Board

Heather Tuffs, Nidderdale High School

Lads Like Us

Sacred Heart PS, Derry

Mohammed Adam, Manchester Academy

Raising Awareness About Pastoral Care sponsored by Association of School and College Leaders

(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)

Stephen Page, All Saints Catholic College

Ellie Costello, Team Square Peg

Pastoral Care Department, Glenlola Collegiate School

Highfield and Brookham Schools

International Contribution to Pastoral Care sponsored by Global Equality Collective

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

Bromsgrove International School Thailand

NLCS Jeju

Charlene Secondary School Kiryandongo Uganda

University of Malta

International School Ikast-Brande

There will be a prize of £100 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

MEETING: Next NAPCE NEC Meeting Scheduled for October 14th, 2o23

NAPCE NEC Meeting October 2023
The next meeting of the NAPCE National Executive Committee will take place on October 14th, 2023 in London.

The event will take place for the first time at Mixing Networks, Second Floor, 36 Spital Square, London, E1 6DY and will be chaired by Phil Jones.

It will be followed by a six-monthly meeting of the Pastoral Care in Education Journal Editorial Board.

For more information about NAPCE, our NEC and the Journal visit https://www.napce.org.uk

 

ARTICLE: Empowering Teachers & Students to spot the signs of extremism & radicalisation from VotesForSchools

APPROACHING BRITISH VALUES AND PREVENT IN THE CLASSROOM – Empowering Teachers and Students to spot the signs of extremism & radicalisation – from VotesForSchools
Since 2020, there has been a sharp rise in right-wing extremism, particularly online. This has led to radicalisation and in some cases, terrorist plots being developed by young people in the UK.

Schools and other educational settings have a legal duty to do everything in their power to prevent people from being drawn into extremism and terrorism. The legal framework comes under Section 26 of the Counter Terrorism and Security Act 2015, as stated in Keeping Children Safe in Education 2020 and is an Ofsted requirement, known as the Prevent Duty. Every adult in your school should be confident in being able to recognise the signs and indicators that children and young people may be being radicalised or are beginning to develop extremist views. Of course, these concerns should be discussed with the Designated Safeguarding Lead or equivalent.

It’s one thing to recognise signs and be fastidious with following up on concerns. However, it is also a duty to give young people the opportunity to discuss extremism, radicalisation, and terrorism. It is important to remember that discussing these areas is as important as reporting concerns about young people.

So, how do you do that? What’s the most effective way to approach these topics without fear of causing harm or misrepresenting information? How can you make it age-appropriate? How do you avoid unhelpful stereotypes that could make some feel even more alienated? The curriculum is already overloaded, where is the time to cover these massive areas?

These are all valid concerns. But they must be overcome. Schools and colleges at their most ideal are safe environments that allow these discussions to happen. After all, discussing these topics is a legal duty, just as learning about sexual exploitation or FGM is.

As a former teacher of Religion and Philosophy, I have seen first-hand that enquiry-based learning can bear the most fruit in the classroom. In other words, teacher-led discussions can give pupils the confidence to reflect on difficult subjects such as religion, war, and other important areas. I have compiled some useful tips to help teachers feel supported and confident in discussing extremism, radicalisation, and terrorism including what to look out for and how to ensure your pupils are safe and supported. There is also a free lesson pack which will help you discuss extremism in your classroom that you can download below.

More Information on VotesForSchools Extremism Lessons

VotesForSchools lessons on extremism explore whether we respect views that are different to ours (5-7), whether or not we can recognise extreme views (7-11) and whether or not extreme right-wing views are pursuasive to young people (11-18). All of this, as well as assemblies on British Values for both primary and secondary are available to download from this page https://www.votesforschools.com/teacher-toolkit/british-values-smsc-prevent/extremism-radicalisation-and-terrorism-in-the-classroom/#

About VotesForSchools

Each week VotesforSchools creates resources for teachers to have informed discussions with their classes on topical issues. The children then get a chance to vote and comment, and they then publish that data – ensuring that pupil voice goes on to have an impact. Each week around 40,000 children vote.

They want children to be informed, be curious and be heard.

Due to the nature of the debate and voting and the topics covered. VotesforSchools provides a brilliant resource for the whole school to meet British values and Prevent requirements. For more information contact info@votesforschools.com

 

The team at NAPCE would like offer to our sincere thanks to all of our readers. You play a key role in the development of NAPCE and the education community at large. A key part of our mission statement is to continue to expand the NAPCE community. If your staff team are not ‘pastoral care aware’ please send on the link below to your colleagues. The more we share, the more we can make a positive difference to young peoples’ wellbeing throughout their school education experience.
Click here: An Introduction to Pastoral Care

NAPCE News – July 2023

NAPCE News – July 2023

Making a positive difference to young people through pastoral care

LEAD ARTICLE: NAPCE’s Dr Matt Silver – Recovery and Reflection – Tapping into Your Energy

Recovery and Reflection- Tapping into Your Energy by Dr Matt Silver, CEO of The Glass House Leadership Lab and Vice-Chair of NAPCE

As this article is being written, it is the last day of term.

Whatever your role is in education, there is something so significant about it.

Most call it the ‘light at the end of the tunnel’ or the end of ‘silly season’.

So what is it that shapes this narrative and what does it have to do with Pastoral Care?

Any period that is emotionally charged can equally be emotionally draining.

As we have the highs of end of year- whether that is productions, exhibitions, or transitions, we also face the low of coming down from these experiences.

The same can be said about the lows, drawing a close to community journeys, working through red tape to try and leave your summer free, or fretting about multiple anxieties that face uncertain parts of our future.

We seek a bigger high to outweigh the low, and if we can’t find it, it sends us in to grasping for a break that we perceive to find the ‘rest’ we think we need.

What is occurring is waves, much like a rollercoaster, on what is known as our hedonic treadmill.

We seek a high to get out of our low, and with this repeating pattern comes a greater seeking.

This is what I have re-termed the Goldilocks Effect.

In constantly seeking ‘just right’ we reject the ‘too hot’ or ‘too cold’ missing the energy and wisdom that sits in the struggles as well as the success.

So how do we overcome this sense of being drained at the end of term?

Begin to try to find the ‘just right’ right now. The opportunity of the break is not to perceive rest as the topping up of our energy tanks, but to reflect on what has been learnt and how we have developed our capacity, and that of others, over the past year.

In doing this, we top up our tanks with our wins, recognise and address the potholes that won’t empty them again next year, but most importantly, expand them with our own maturity.

This is essentially what adult development is based upon, finding satisfaction on the journey rather than reaching the summit.

Pausing along the way to rehydrate and refuel, taking in the expansive picture and making sense of where we are and where we are going, not sprinting through the race only to burnout.

At the Glasshouse Leadership Lab we have been working with leaders through coaching and team journeys on finding meaning as the world surrounding education moves at an accelerating pace whilst the system is overwhelmed by its consequences.

In better understanding yourself and those around you, as well as the system and how it is constructed, allows you to find a way of moving your own setting forward despite the weather outside.

What applies to leaders, also applies to learners. Do they have a sense of meaning? What is school to them now as the attention demand is tapping into their identity? If we do not understand our own identity, how are we to provide the maps for our learners to navigate theirs?

What has been a constant theme emerging is that Pastoral Care is more essential than ever, but potentially being more and more sidetracked for performance metrics catalyse behaviour issues to overtake teacher workload for the first time ever as a reason for leaving the profession.

Yet much like the hedonic treadmill, the harder we seek the ‘highs’ of performance the lower the consequences sink.

The purpose of our energy expenditure in education is becoming more erratic and the tipping point, potentially, ever closer.

Refocusing on the human state of education, whether that is student or staff, is essential.

There is hope, but it begins with us as individuals becoming aware of the blueprint towards this, being capable of forming a team and developing their capacity to not just think differently but act differently. If the system is too mature, so must we.

In summary, all of us at NAPCE wish you a fantastic summer, one that is deserved for all of the energy you have put in to the human element of education we all know actually enhances performance.

It is not an either/or, but a both/and. So both relax and reflect, finding energy in both. Energy is essential to change.

The demands of the education system creates immense pressure to perform. The Glass House Leadership Lab guides your team to develop deeper insight into sophisticated system design to enhance student performance and community outcomes so we can evolve education for all.
www.glasshouselab.com

REPORT: NAPCE’S Sell-Out Northern Ireland Symposium – FULL REPORT

NAPCE’s First Northern Ireland Pastoral Care Event – Who Cares About Pastoral Care – REPORT

Who cares about Pastoral Care?

This was the title for the event organised in Belfast on Wednesday 21st June by NAPCE and Stranmillis University College.

The idea for the day came from conversations over breakfast in October last year.

This was the morning after the first live presentation event for the National Awards for Pastoral Care for Education, organised by NAPCE.

The Awards evening had been a brilliant opportunity to share good practice in pastoral care and to recognise the excellent work that makes a difference to children and young peoples’ learning experiences and future life chances. People had travelled to the Presentation Evening from all around the United Kingdom including a large number from Northern Ireland.

Many of the people who attended the presentation were staying at the Premier Inn at Worcestershire Cricket Ground in Worcester, where the event took place and the following morning no longer in the formal wear, met up for breakfast and to share thoughts and ideas.

The conversations over breakfast showed how much can be gained, from spending time with people with similar interests and from different backgrounds and experiences and how much can be learnt from these discussions.

It was from these breakfast conversations and the enthusiasm built from the positive experience of the previous evening that the idea emerged of NAPCE organising an event in Northern Ireland.

When NAPCE was first founded over 40 years ago, there were regional groups all over the UK who shared an interest in pastoral care.

This included Northern Ireland, which as a region made a big contribution to the work of NAPCE, to raise awareness about pastoral care.

The inspiration and motivation for planning the event came from Professor Noel Purdy who is the current editor of NAPCE’s academic journal ‘Pastoral Care in Education’ and a member of both NAPCE’s National Executive and Editorial Board.

The venue for the event was Stranmillis University College in Belfast. Together with NAPCE they worked on the planning and organisation, of the face-to-face symposium, to share good practice in pastoral care and address the challenges facing schools in Northern Ireland.

I was delighted as NAPCE National Chair to be invited to Belfast to host the event on behalf of NAPCE along with Professor Noel Purdy from Stranmillis University College. Anne, my wife, who is part of the administrative support team for NAPCE made the journey with me to support the administration of the symposium and to represent NAPCE at the event.

When we left for Birmingham Airport for the flight to Belfast on the Tuesday, we were informed of a 30-minute delay.

By the time we arrived at the airport it had become a 2-hour delay and we were then made aware that the flight had been cancelled.

Determination to overcome all challenges and to attend the symposium took over and a frantic search on the internet using my phone found two seats on a later flight.

This then meant that we were going to spend nearly 10 hours in the airport!

It felt a little like we were doing a remake of the Tom Hanks film, ‘The Terminal’!

It became a little desperate at one point when we started playing, ‘I spy’!

I never realised how competitive that game can be in certain situations! The worry was that our long wait might end in disaster with another cancellation, but the flight  eventually took off with a 30-minute delay and we arrived in Belfast in time to go to bed in preparation for the symposium the following day.

The good news was that there had been a very positive response to the opportunity to attend the event and all available places had been taken.

As hosts it was a pleasure for Noel and I to welcome delegates to the symposium and to introduce the programme.

The first speaker was Koulla Yiasouma, the former Children’s Commissioner for Northern Ireland, who spoke on the title “Education needs pastoral care to succeed-addressing pastoral care challenges facing schools in Northern Ireland”.

In an honest and passionate presentation, she reminded the audience that every child is a unique person with rights that include the right to be safe and the right to be heard.

She explained how there is a link between pastoral care and academic progress and how pastoral care is an integral part of education and needs to be part of a whole school approach to meeting the needs of children and young people.

She talked about how different language is used to describe pastoral care in schools. She reminded the audience that all children have pastoral care needs and some vulnerable children have more than others.

She argued that we need to learn from the experience of the pandemic and that supporting children with social and emotional learning is important.

The next speaker was Catherine Davidson, Vice-Principal of Ballysillan Primary School. The title for her presentation was “The Importance of a nurturing approach to primary schools”.

Catherine gave some brilliant examples of how the school supports nurturing and commented that ‘small changes can make a huge difference’.

She pointed out that it is important to model the nurturing that the schools do with the children, with the parents.

She described some of the many initiatives the school has implemented to support the personal development of the children in their care.

These include, ‘Kindness Ambassadors’, ‘Star of the Week’ and ‘The Treehouse’, which is a self-funded nurturing room.

Another speaker was
Claire Breen, Principal of Tor Bank Special School, in Dundonald.

The school was the winner of the NAPCE Award in 2020 for ‘Outstanding Contribution to Pastoral Care’.

The title for the presentation was ‘Supporting the school community through their bereavement journey’.

The presentation raised the audience’s awareness about the challenges that staff in pastoral roles in schools may face.

It was an important reminder that it is the pastoral structures and systems that support schools and their learners when they are faced with the biggest challenges.

The final speaker was Catherine McHugh, who is Principal of St Patrick’s College in Dungannon.

The school was the winner of the 2022 NAPCE Award for Pastoral Team of the Year and Pastoral Development of the Year.

The school have been chosen by the judges as a finalist for the 2023 National Awards for Pastoral Care in Education, School of the Year award. The title for the presentation was, ’All Children, All Backgrounds, All Succeeding’.

In the presentation Catherine expanded on the title, to share the good practice in the school and the positive impact it has on the children in their care

She recognised that it is difficult for schools to prepare children for a changing world and that there are many financial and educational challenges to overcome.

Catherine was clear that despite the challenges inclusion and equity are rooted in the provision of the school.

She explained that pastoral care in the school is about recognising the potential of all learners.

The event was a brilliant opportunity to share good practice taking place in pastoral care and to bring people together who despite the many challenges currently being faced by schools, had a determination to make a difference for the learning experience and future life chances of all children.

After joining me to thank everybody for their contribution to a very successful event there was time for Noel to change his role and give Anne and I a tour of the city of Belfast as our tour guide.

The following morning, we were up early for our return flight to Birmingham. This time the flight left on time and arrived back in Birmingham early!

The symposium in Belfast is an inspiration to organise further regional NAPCE events in the future.

It is great to be able to bring people together with enthusiasm and a passion for pastoral care to share ideas and good practice.

I am looking forward to the breakfast conversations after the presentation event for the 2023 awards which takes place in Worcester, at Worcestershire County Cricket Club on the evening of 29th September.

I am sure there will once again be some great conversations during the weekend and will lead to some more good ideas for NAPCE events and activities to support pastoral care in education.

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

 

AWARDS: National Awards for Pastoral Care in Education 2023 – TICKETS AVAILABLE NOW

 

Tickets for the National Awards For Pastoral Care In Education 2023 are available now.

Now in its fourth year, the NAPCE Awards is a standout event on the education calendar.

With finalists announced last month, attention now turns to the Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester.

The ceremony is open to all people working in pastoral care in education roles.

It offers a unique opportunity to celebrate the work and achievements in pastoral care and is a wonderful networking event.

NAPCE National Chair Phil Jones said: “Following last year’s incredibly successful event, we are delighted to return to Worcester.

“The NAPCE Awards offers a unique opportunity to get so many people working in pastoral care in education together to mark all of our great achievements.

“We are anticipating the demand for tickets to be very high and so I would recommend early booking.”

Tickets for the NAPCE Awards are FREE and the event includes a fizz reception, guest speaker, pay bar and the grand presentation.

To book FREE tickets for the showpiece Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester, click here: https://NAPCEawards23.eventbrite.co.uk

The NAPCE Awards was launched by  in 2019 and is the first UK-wide scheme to recognise outstanding achievements across pastoral care in education settings.

It was created to highlight excellent practice in pastoral care and to celebrate the people making a real difference in the educational experience of young people.

It also encourages new initiatives and ideas in pastoral care and recognises the contributions being made to developing policy and practice in pastoral support.

Details about how to book tickets will be sent to finalists directly, before being made available to people from across the education sector.

The 2023 Finalists

Pastoral School of The Year sponsored by Schools Consent Project

(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)

Up Holland High School, Lancashire

Richard Cloudesley School

St Patrick’s College, Dungiven

RGS The Grange

Holy Trinity Primary School

Pastoral Team of The Year sponsored by Connect to Purpose

(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 Team at Shireland Collegiate Academy

SENDi Team Tudor Grange Academy, Worcester

Pastoral Team, Stockport Academy

Institute of Policing’s Work Based Education Officers Team

Team of Student Managers, Preston College

Pastoral Member of Staff of the Year sponsored by North London Collegiate School, Jeju, South Korea

(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)

Matt Pont Beck Primary School

Raymond Kelly, St Patrick’s College Dungiven

Thomas Carter Stead, NLCS Jeju

Liz Tzouliou, East Barnet School

Aine Deane, Sacred Heart PS, Derry

Pastoral Leader of Staff of the Year sponsored by Taylor and Francis

(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)

Donna Merry, Southend YMCA Community School

Liz Weddle, JCoSS, Barnet

Aine Deane, Sacred Heart PS, Derry

Kathryn Bates, Shireland Collegiate Academy, Smethwick

Andrew Keep, St Bees School

Pastoral Development of the Year sponsored by Crown House Publishing

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

Christ the King Sixth Forms

Inclusion Hub, Friern Barnet School

Leighton Park School

Louis Grammar School, Ballymena

Raymond Herron, St. Mary’s Christian Brothers Grammar School

Outstanding Contribution to Pastoral Care sponsored by Eileen Donnelly Educational Development Limited

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

Girls on Board

Heather Tuffs, Nidderdale High School

Lads Like Us

Sacred Heart PS, Derry

Mohammed Adam, Manchester Academy

Raising Awareness About Pastoral Care sponsored by Association of School and College Leaders

(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)

Stephen Page, All Saints Catholic College

Ellie Costello, Team Square Peg

Pastoral Care Department, Glenlola Collegiate School

Highfield and Brookham Schools

International Contribution to Pastoral Care sponsored by Global Equality Collective

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

Bromsgrove International School Thailand

NLCS Jeju

Charlene Secondary School Kiryandongo Uganda

University of Malta

International School Ikast-Brande

There will be a prize of £100 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

EVENT: Major Online Pastoral Care Conference – Claim Discounted Tickets Here

Delivering Outstanding Pastoral Care Conference 2023

We’re delighted to announce that NAPCE leader Phil Jones will chair an important online pastoral care conference in October.

The Delivering Outstanding Pastoral Care 2023 event, on October 5th, is the latest in an exciting programme of events for NAPCE this year.

It is run by Education Conferences UK.

As a reader of NAPCE News we’re delighted to offer you a 20% discount on tickets for the event which is available for booking now.

About the Online Conference & How to Claim Your 20% Discount

Covering the newest pastoral challenges affecting pupils including cost of living crisis, poor mental health and cyber-bullying

The direct link to the conference & tickets is https://www.educationconferencesuk.co.uk/conferences-masterclasses/pastoral-care

20% Discount code: hcuk20spkr

Thursday 5th October 2023, Virtual Conference

The role of the Pastoral Lead is broad, complex and one of the most difficult jobs in school – not only because of how varied the challenges are but how often they change – new ones are appearing all the time.

But demanding roles often don’t allow individuals to keep abreast of updates – from legal requirements to best practice, it’s crucial you stay on top of it all.

Your invitation to attend the Pastoral Care Conference

Chaired by Phil Jones, National Chair, National Association for Pastoral Care in Education this full day conference will look at recent changes to guidance on behaviour, exclusions, attendance and safeguarding so that you are able to remain compliant and understand the impact that these will have on your day-to-day work.

Our experts will also be delivering sessions on some of the biggest challenges facing pastoral leads in schools, including; responding to the cost of living crisis, supporting student mental health and wellbeing and addressing the difficulties arising out of cyber bullying.

Learning Outcomes:

    Get essential updates on key topics for pastoral leads in schools
•    Understand how the cost of living crisis might impact your pupils
•    Come away with practical ideas to support children and families facing poverty
•    Improve how you work with hard to reach and disengaged families
•    Gain a deeper understanding of how to work with children facing mental health challenges
•    Improve how you respond to incidents of cyber bullying to ensure pupils are effectively supported
•    Update your knowledge on school attendance and the changes to guidance and proposed changes in the Schools Bill
•    Go back to your school with practical ideas to improve your behaviour management strategy
•    Hear practical case studies from pastoral leads in schools about changes they have implemented
•    Supports CPD professional development

Your speakers

Phil Jones
National Chair
National Association for Pastoral Care in Education

Sam Garner
Mental Health & Inclusion Consultant & Director
Garner Education Services

Joanne Sierzega
Senior Attendance and Welfare
CSAWS

Deborah Innes-Turnill
Child Protection Lecturer & Safeguarding Consultant

Who are Education Conferences UK?

We provide conferences and training aimed at senior leaders, teachers, SENCOs, safeguarding leads and support staff working in early years, primary and secondary education.

You can pre-purchase conference places in bulk at discounted rates, for your organisation to use throughout the year. Email Emilyw@hc-uk.org.uk for more information. 

The team at NAPCE would like offer to our sincere thanks to all of our readers. You play a key role in the development of NAPCE and the education community at large. A key part of our mission statement is to continue to expand the NAPCE community. If your staff team are not ‘pastoral care aware’ please send on the link below to your colleagues. The more we share, the more we can make a positive difference to young peoples’ wellbeing throughout their school education experience.
Click here: An Introduction to Pastoral Care

NAPCE Awards 2021 – Winners Announced

The winners of the second annual National Awards for Pastoral Care in Education were unveiled at an online ceremony on September 23rd.

More entries than before, very deserving winners and fantastic support from across the education sector characterised NAPCE Awards 2021.

The online event was hosted by former teacher, current marketing expert and NAPCE NEC member Victoria Bownes.

Guests heard a compelling and inspiring ket note speech from Inclusion Expert’s Daniel Sobel, NAPCE Chair Phil Jones also addresses delegates.

Here are the winners and finalists of the National Awards for Pastoral Care in Education 2021.

Pastoral School of the Year – Sponsored by BlueSky Education

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.

Limavady High School, Limavady, Northern Ireland

Royal School Dungannon, Dugannon, Northern Ireland

Oakfield School, Hull

The Children’s Hospital School , Leicester

School for Inspiring Talents, Newton Abbott, Devon

Pastoral Team of the Year – Sponsored by The Thrive Approach

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.

All Saints C of E Primary School, Wigston Leicestershire

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

Limavady High School , Limavady, Northern Ireland

Nidderdale High School, Pateley Bridge, North Yorkshire

Buxton Community School, Buxton, Derbyshire

Pastoral Member of Staff of the Year – Sponsored by Inclusion Expert

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.

Zoe Knight, Westfield Infant School, Hinckley, Leicestershire

Julie McCartney, Limavady High School, Limavady, Northern Ireland

Dawn Sadler, Learning Mentor at Moulton Primary School, Moulton, Northamptonshire,

Dr Helen O’Connor, St. Swithun’s School, Winchester, Hampshire

Mrs Shanie Thorpe, Bishop Challoner School Basingstoke

Pastoral Leader of the Year – Sponsored by Taylor and Francis

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.

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

Miss Laura Fisher, Limavady High School, Limavady, Northern Ireland

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

Micki Handford, The Children’s Hospital School, Leicester

Alison Simpson, Cobden Primary School, Loughborough, Leicestershire

Pastoral Development of the Year –  Sponsored by NAPCE

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

Jenny Kay, Nidderdale High School, Pateley Bridge, North Yorkshire, Flourish Personal Development Programme

Mayameen Meftahi, Student Support and Intervention Mentor,TRT (Trauma Recovery & Training) Student Support and mentoring Intervention Program

St. Swithun’s School, Winchester, Hampshire, Positive Education Curriculum

The Children’s Hospital School, Leicester, The Thrive Programme

Buxton & Leek College, Leek, Staffordshire, My team (Learner Journey Team), BLC INVEST

Outstanding Contribution to Pastoral Care – Sponsored by NAPCE

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

AchieveNI, Belfast Northern Ireland

Jan Ashton, Nidderdale High School, Pateley Bridge, North Yorkshir

Sarah Cockerline, Oakfield School, Hull

Nicola Wright, Nidderdale High School, Pateley Bridge, North Yorkshire

Claire Gibbs, Ridgeway Secondary School, Redditch, Worcestershire

International Contribution to Pastoral Care – Sponsored by The Hult International Business School

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.

Bromsgrove International School, Thailand

Stephany Herzog, International School of Zug and Luzern

Child1st Consultancy Limited

Raising Awareness about Pastoral Care – Sponsored by The Association of School and College Leaders

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.

Stephen Lane, author of ‘Beyond Wiping Noses

NAPCE News – September 2020

NAPCE News – September 2020

Making a positive difference to young people through pastoral care

Pastoral care in schools across the UK and further afield is proven to be critically linked to the academic and personal-social development of young people. NAPCE continues to support education providers in the process of pastoral care implementation and development.

It is here that we share important news of our latest activities, events and best practice guidance. 

AWARDS: The First Ever NAPCE Awards Takes Place in September 2020, Here’s the Programme & Ticket Link for the Online Ceremony

NAPCE AWARDS PRESENTATION 2020

Ahead of the first NAPCE Awards 2020 ceremony, which is taking place online because of social distancing needs, we’re delighted to share the programme for the event.

We’re also pleased to share the ticket link (below).

A large number of tickets have already been snapped up and the remaining spaces are now available to the general public on a first-come-first-served basis.

For general information about the Awards click here https://www.napce.org.uk/napce-awards-2020-finalists-announced/

Thursday 24th September – 7.00pm (via Zoom)

6-45 pm Guests gather on video conference for pre event drinks

7-00pm Introduction and Arrangements for the Evening – Victoria Bownes, National Executive Member and Host for the Evening presented from Lambrook School in Berkshire. 
Highlights Video of Pastoral Care in 2020

Welcome Phil Jones, The National Association for Pastoral Care, National Chair, Address – Recognising Achievement in Pastoral Care

Guest Speaker, Geoff Barton, Association of School and College Leaders, General Secretary  – Geoff studied English and Linguistics at the University of Lancaster, then trained to teach at Leicester University. From 2002 to 2017 he was headteacher of King Edward VI School, Bury St Edmunds, a 11-18 school of 1650 students. He is a Founding Fellow of the English Association and patron of the English & Media Centre. He was a longstanding member of ASCL Council, founding chair of its Pedagogy Committee, and a ‘Leading Thinker’ for the National Education Trust. He was elected as General Secretary of ASCL in April 2017 and is a regular guest on BBC News, speaking on a range of education matters.

Awards – Nominations for each category and Announcement of Winners, Victoria Bownes

Closing Remarks, Professor Stan Tucker, Editor Pastoral Care in Education

Vote of Thanks – On behalf of NAPCE – Victoria Bownes
Good Luck in the new academic and we look forward to hearing of your successes in pastoral care over the course of the year.
 
Invitation to the National Awards for Pastoral Care in Education
On Thursday 24th September 2020
Starting at 7-00 pm. Please join us for pre event drinks from 6-45pm
Where: Zoom

Topic: NAPCE AWARDS PRESENTATION 2020
Time: Sep 24, 2020 06:00 PM London
 
To book tickets: https://www.eventbrite.co.uk/e/presentation-of-the-national-awards-for-pastoral-care-in-education-tickets-113448278856?aff=ebdssbonlinesearch

INSPIRATION: “Thoughts on Pastoral Research” by NAPCE’s Journal Editor Stan Tucker

 

Some Thoughts on Pastoral Research

Like me, you have probably been listening to and watching various news broadcasts concerning the return of children and young people to school for the new academic year.

One of the major themes of the broadcasts has focused on how the return will impact on the health and wellbeing of those concerned.

For it is fair to say that COVID19 has radically changed the lives of many school-aged children. Even if we consider for a moment the way in which space in school is now being utilised, how different if must feel to sit apart from friends, be continually mindful of the need for social distancing, as well as observing the behaviour of teaching staff as they try and avoid close contact with their students.

Regular readers of Pastoral Care in Education will know that many of our research articles take as their specific focus the wellbeing and mental  health of children and young people in schools.

However, in watching the story of COVID19 unfold, I have become increasingly conscious that research on the impact of the virus is something that is being promised for the future.

It also concerns me that we are likely to only hear about data gathered through large quantitative studies.

So, here is my question: Is there value in those working in schools undertaking their own research into the experiences of children and young people returning to school post-COVID19? I am not talking about a large scale study, but the construction of a number of case studies at the level of the individual school (or of course you could work in partnership with other schools to compare and contrast experiences).

There are all kinds of ways that these studies could be produced – text, video, photographs etc. The voices of young people and staff could be captured, or the diary entries of a member of staff might prove to be illuminating.

NAPCE would be interested in facilitating the production of such materials. Don’t forget also that Pastoral Care in Education has space for the publication of ‘thinking pieces’ where staff, or children, or both, can express their views and talk about their experiences. Or of course you could write something for this newsletter.

If you are interested in discussing your ideas contact me on: s.a.tucker@newman.ac.uk

Stan Tucker
Editor, Pastoral Care In Education Journal

September 2020

 

BOOK REVIEW: NAPCE Chair Phil Jones on “Beyond Wiping Noses” by Stephen Lane, a New Book on Pastoral Leadership in Schools.

Beyond Wiping Noses – An informed approach to pastoral leadership in schools. Book review. 

This new pastoral book written by Stephen Lane (also known as #SputnikSteve on Twitter) was published this month by Crown House Publishing Limited.

It is good to see that a growing interest in pastoral care is resulting in an increased discussion about pastoral issues on social media; more articles and research being presented for publication in journals, including NAPCE’s journal ‘Pastoral Care in Education’ and more books on pastoral topics being published.

The author comments in the book that with the increased focus on mental health and well-being, along with the increase in concerns over cyberbullying and the negative effects of social media, that pastoral care is arguably more important than ever.

This book makes a significant contribution to raising awareness about the contribution effective pastoral care can make to a young person’s educational experience.

It increases understanding about how the pastoral work of the school helps young people to make sense of their education and lives as a member of society.

At the heart of the book is a call for a more informed and evidence-based approach to the organisation and delivery of pastoral care in schools.

It has always been a belief of NAPCE that research informs good practice. In the days before Twitter and the internet, NAPCE was an important forum for members to share good practice and a meeting point for research and debate about good practice.

The book encourages the view that this process is still important even if NAPCE like many other organisations has had to adapt in response to new technology and ways of working.

In many ways the book is a breath of fresh air for NAPCE members and supporters who for many years it seems have been fighting an uphill battle to ensure that pastoral work in schools is valued and recognised for the impact it can have on a young person’s achievement at school and in later life.

The foreword by Mary Myatt recognises the contribution made by the late Michael Marland, who was a founder member of the NAPCE, in raising awareness about the impact of effective pastoral care.

I can remember sitting next to Michael Marland in NAPCE meetings and being aware of his passion and deep-rooted belief that pastoral care was an important part of education.

Unfortunately, that has been challenged in recent years by a focus on examination results and accountability and it is encouraging now that there is a growing awareness about the contribution pastoral work can make to the achievement of young people and this book contributes to this process by developing the readers’ understanding of pastoral issues in schools.

There is a clear structure and organisation to the book with different topics being explored in each chapter in a sensible and balanced way taking advantage of available literature and evidence for each area.

The book provides the reader with guidance on sources of information and resources that can be used to support the planning and delivery of pastoral care in schools.

Each chapter includes a conclusion with a summary of the issues and gives suggestions on how schools and staff working in pastoral roles should respond.

Stephen includes his own thoughts and experience in what he describes as “a reflection of the journey I have taken towards a more informed response to pastoral matters”. (Lane, S. 2020, p5)

There is a focus on secondary schools in the book, which is the author’s own experience, but the issues explored are relevant to professionals working in primary, tertiary and higher education and will develop their understanding and encourage them to reflect on their own policy and practice.

In the introduction the author makes a case for a research-based approach using evidence for the planning and delivery of pastoral care. Stephen comments on how he discovered the NAPCE journal ‘Pastoral Care in Education’.

“immediately I began to see ways to improve my practice in relation to pastoral issues and by extension to improve the experience of the students in my care” (Lane S 2020 p 5.)

In chapter one the book focuses on pastoral roles in schools. It recognises that there can be a lack of clarity about pastoral roles and that they can become reactive and instinctive. He examines the role of the Form Tutor, Head of Year or Middle leader, School Chaplain, School Counsellor and Pastoral Leader in a context where he makes it clear that all adults in a school  have a pastoral duty and that pastoral work is not “wiping noses and kicking butts”.

“Napce does a decent job in encapsulating the plethora of particulars involved. It also succeeds I think in traversing the potential false dichotomy between the pastoral and the academic” (Lane S 2020 p 12.)

He recognises that the NAPCE guidance places a strong emphasis on personal development, which is one of the four key areas in the current inspection framework.

He supports the NAPCE guidelines, placing a strong emphasis on the importance of the skills, knowledge and understanding of staff including the suggested requirement that staff;
“Take responsibility for remaining fully informed about developments in pastoral care and in education that have an impact on the support of learners in schools” (Lane S 2020 p13.)

He examines the plans for a designated Senior Lead for Mental Health in Schools and points out the importance of this being properly resourced and given a high status, which is something that all areas of pastoral work in schools would benefit from. The book argues that it is important for schools to have a clear vision for pastoral roles and that this should be used to inform job descriptions.

In chapter two the book asks the question what research can inform the development of pastoral structures and systems and the delivery of effective pastoral care.

 “In order to achieve effective pastoral care for the welfare, well-being and overall success of our students and enable them to participate -pastoral leaders must embrace and engage with the current movement in educational discourse towards a research and evidence informed practice”. (Lane, S, 2020 p21).

The author argues the case for policies and procedures and daily practice to be based upon and informed by ongoing critical engagement with research and evidence.

He informs the reader about the strengths and weaknesses of different approaches to research in pastoral care. In examining the difficult task of defining pastoral care the book uses contributions form NAPCE members.

These include Michael Marland and the ideas presented in his 1974 book That introduced the concept of pastoral care being about the ‘crisis of identity faced by adolescents; what do I want to make of myself and what do I have to work with’. (Marland 1974). The book uses the article by a former NAPCE president Ron Best in 2014 which argues that Marland’s book had a significant and long-term impact upon ideas about pastoral care. (Best R 2014.)
“As the founding chair of NAPCE, Marland’s influence should not be underestimated” (Lane, S, 2020p p30)

To explore definitions of Pastoral, the book  uses the work of another member of NAPCE’s National Executive Committee , Mike Calvert, who in 2009 pointed out a shift away from the term Pastoral due to its ecclesiastical or agricultural roots and associations with outdated notions of power dependence and models of schooling.

The author points out that even within the pages of the journal – Pastoral Care in Education, it is difficult to locate a clearly recognisable definition. This is a fair comment and reflects the challenges of finding a definition which, from my experience, have been a feature of many discussions and debates at NAPCE’s National Executive and Editorial Board Meetings.

Stephen does respond to the readers’ need for a definition by referring to the first edition of the journal and an article from HMI Eric Lord who provided the following definition;
“the bridge between education and life is best made by those who can help the young to find their way among the exhilarating interests, the satisfactions and the baffling ambiguity of human existence”. (Lord 1983 p 11)

The book also uses a definition from Mike Calvert which he summarises as, “the structures practices and approaches to support the welfare, well-being and development of children and young people”. (Calvert, M, 2009, p267).

It is good to see it recognised in the book, that all the discussions at National Executive, Editorial Board and in the Journal have enabled NAPCE to contribute to developing understanding about pastoral care.

“The NAPCE has its own journal ‘Pastoral Care in Education’ which includes a range of papers on various topics and also publishes special themed issues” (Lane S, 2020, p35)

In chapter three the author argues for the need for a ‘knowledge rich pastoral curriculum’. The book provides examples of organisations and sources for resources that can support schools in planning and delivering a pastoral curriculum.

The chapter explores the various approaches to delivering a pastoral curriculum and questions the messages that are really passed on to young people. An approach is encouraged where schools are clear about what they include in their pastoral curriculum and about the key messages that it gives to learners.

This is important if pastoral leaders are not going to leave it to chance which good habits, moral values, and personal characteristics that the learners in their care pick up.

It is seen a part of the pastoral leaders’ role to make decisions about what should be incorporated into a coherent pastoral curriculum and to be clear about the messages that are given by the hidden curriculum which is defined as the unwritten values, perspectives and beliefs that are transmitted in the classroom and around the school.

The focus in chapter four is on the challenges of preventing bullying. The reader is provided with an overview of literature about bullying in school and recognises the important contribution made by the Journal ‘Pastoral Care in Education’ in developing understanding about this issue to inform policies and practice.

The teacher’s role is explored along with the impact of new technology and in particular social media. The reader is provided with a useful summary of intervention strategies and approaches to prevent bullying in a school setting.

Well-being, and mental health are current concerns for schools and the potential cause of the apparent rise in mental health issues and the role of the school is examined.

The impact the school may have, by the pressure it places on learners to succeed because of the schools need to be accountable for their examination results is highlighted. Once again, the reader is provided with resources and sources of information for raising awareness about mental health issues and planning interventions and support.

The writer suggests that schools can improve learners’ self-esteem and their mental health by ensuring that they have experience of success. This has important implications for how the school provides a positive culture and ethos for learning and supports the personal development of its learners.

In chapter six the book explores different approaches to managing behaviour including controversial topics such as isolation booths. There is a well balanced and sensible discussion about the use of restorative practice to and other strategies that can be used to manage behaviour in schools such as ‘warmstrict’, which is described as a modern manifestation of tough love.

By examining different theoretical and ideological perspectives the writer, makes comments and suggestions that will develop the understanding of pastoral staff and encourage them to reflect on their own procedures and practice.

The reader who is looking for practical guidance is not forgotten and the writer shares ideas about practical steps that can be taken to improve behaviour.

The focus in chapter seven is on the recent interest in what has been called Character Education. Definitions of Character Education are explained and different approaches to implementing it as part of the curriculum are shared with the reader.

The literature is used to explore different approaches to Character Education and the reader is signposted to resources and information There is a recognition that Character Education is a contentious topic and this is highlighted by the writer in exploring the available literature. One suggestion highlighted is that character education is needed in schools because the current school system with its focus on examination results does not fully prepare young people for their future lives.

“They suggest that the current schooling system focused as it is on examination results leaves young people with insufficient resilience and fewer coping strategies that they will need in later life” (Lane S, 2020, p111)

In the next chapter the writer, bravely in my view, tackles the current issue about remote learning during the pandemic. The challenges for schools in the short term are difficult to predict and It is not clear what impact the pandemic will have on learning in the future.

The chapter provides the reader with an opportunity to reflect on the recent experience of schools and what implications this might have in both the short term and long term for young people’s education. There has been increased awareness of the work schools do through their pastoral structures and systems to support young people and look after their well-being.

It is frustrating that a global pandemic was needed before the huge difference pastoral staff make, every day by supporting young people and motivating them to achieve their full potential, was recognised and valued.  The writer reports on how schools have continued to take their pastoral obligations seriously and how quickly they have adapted to find new ways to support the learning and well-being of the young people in their care.

The book makes an important contribution to developing understanding about the important impact the pastoral work of the school has on supporting learners on their journey through school and in preparing them for their future roles in society. It makes a clear case for a cohesive pastoral curriculum that is planned, using available evidence and research.

“Teachers must be encouraged to engage in the theoretical and philosophical debate around teaching in order to continually test their practice and so move it towards daily praxis” (Lane, S, 2020, p.126)

This has been the goal for NAPCE since it was first formed in 1982 and this book highlights the important link between research, policy making and practice which has been at the heart of NAPCE’s work for nearly 40 years.

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

References 
Best, R. (2014) Forty years of pastoral care: an appraisal of Michael Marland’s seminal book and its significance for pastoral care in schools. Pastoral Care in Education, 32(3): 173-185
Calvert, M. (2009) From ‘pastoral care ‘to ’care’: meanings and practices. Pastoral Care in Education,27(4): 267-277.
Jones, P. (2019) National guidance for pastoral support in schools. NAPCE (3 April). Available at https://www.napce.org.uk/national-guidance-for-pastoral-support-in-schools/.
Lane, S. (2020) Beyond Wiping Noses. Building an informed approach to pastoral leadership in schools, Carmarthen: Crown House Publishing.
Lord, E. (1983) Pastoral care in education: principles and practice. Pastoral Care in Education,1(1):6-11.
Marland, M. (1974) Pastoral Care. London: Heinemann

ARTICLE: NAPCE Chair Phil Jones Responds to Guardian Headline “Children in the UK are the Unhappiest in Europe”

 

“Children in the UK are the unhappiest in Europe”

This was the headline in The Guardian newspaper on Friday 28th August 2020.

Although decisions in education are not normally driven by whether young people are happy or not this report being published, as it was just before schools returned for a new academic year, in the middle of a pandemic, encourages pastoral staff to reflect on the experience of young people in school.

It was reported that more than a third of 15-year olds scored low on life satisfaction in the annual ‘Good Childhood Report’, from the Children’s Society.

Children in the UK have the lowest levels of life satisfaction across Europe with a particularly British fear of failure partly to blame, according to the report.

The UK children fared badly across happiness measurements, including satisfaction with schools, friends, and sense of purpose, when compared with children from other European countries.

The rise in UK child poverty and school pressures were cited alongside the fear of failure as reasons why only 64% of UK children experienced high life satisfaction, the lowest figure of 24 countries surveyed by the OECD.

This situation is not just the responsibility of schools and there are implications in these findings for society and how it supports the development of children in preparation for their future lives.

The well-being concerns about young people cannot be solved by pastoral systems and structures on their own, but by taking time to think about the purpose of pastoral support in school, they can make an important contribution.

One of the most important findings is that young people in the UK today feel that they have no sense of purpose.

Is this perhaps because in many schools today, the role of the Form Tutor is not valued as it should be as being important for supporting young people to make sense of their learning experiences and to raise their aspirations for their future roles in society?

Is it because far too often tutor time is a wasted opportunity?

Time is allocated to administrative tasks and activities such as revision and not to the important interaction, between a Form Tutor and a learner, to provide guidance and motivation.

I would suggest that these findings support the argument that schools, if they are going to meet the needs of the young people they care for, need to invest and value their pastoral structures and systems more.

The pastoral work of the school can sometimes be focused on solving problems to enable the ‘more important’ work to take place, of delivering the curriculum and achieving improved percentages in measurable outcomes.

This is not the schools’ fault, but a result of the emphasis placed on academic outcomes in holding them accountable.

The findings reported by the Guardian suggest that this approach is contributing to the negative feelings of young people, by placing more pressure on them to achieve better results.

In this situation, is it not even more important to ensure, that all young people have access to guidance and effective pastoral support?

The role of pastoral systems. in supporting personal development, is not just about improving outcomes but it is important for encouraging positive attitudes and the personal skills that will enable young people to take full advantage of their education and prepare themselves, for their future lives and roles in society.

The data for the report was collected before the pandemic, so I would argue that the need for the pastoral work of the school to be given the value and status that is deserves is urgent, as it is likely that the challenges schools will face in supporting young people are likely to increase.

Pastoral systems have a vital role, by developing cultures in schools that raise the aspirations and ambitions of all learners, if these findings are going to change for the benefit of the young people in the UK in the future.

Please share your thoughts and ideas on the challenges being faced by professionals working in pastoral care on the Twitter page NAPCE@NAPCE1

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

NAPCE News – September 2019

NAPCE News – September 2019
Making a positive difference to young people through pastoral care

Pastoral care in schools across the UK and further afield is proven to be critically linked to the academic and personal-social development of young people. NAPCE continues to support education providers in the process of pastoral care implementation and development. It is here that we share important news of our latest activities, events and best practice guidance. 

THIS MONTH’S FEATURE ARTICLE: “The Importance of the Student’s Voice” by NAPCE’s Jill Robson

I was interested to read Professor Stan Tucker’s Editorial in the June 2019 edition of “Pastoral Care in Education”, in which he considers the recent youth protests on climate change and the issues of children’s rights and empowerment.

He asks an important question, “When we talk of the importance of “listening”, of “enabling” of “facilitating”, of “empowering”, are we willing to accept within such discourse the right of a child to take action if/when they believe adults are failing to respond to their needs, perspectives or ambitions.

This is an interesting point, as a teacher of over 30 years, I was always an advocate of student voice and established and developed Student Councils in several of the schools in which I worked, often with opposition from colleagues, who did not share my views on extending the democratic process to students.

My legitimisation of the process always extended to quoting Article 12 of the United Nations Declaration on the rights of the child, which states that children have the right to have views and be consulted on issues which affect them.

In today’s world of instant access to information via the Internet, there are numerous resources available to teachers and pastoral staff on how to set up and run democratic student councils, but my concern, based on my own experience and discussions with school staff is that often the school or student council is still seen as a peripheral or add on activity.

Even in schools where students are involved in staff appointments and other strategic decisions, the views of students are not always given due consideration, unless they reinforce the accepted view.

I have recently been involved, as a governor of an SEMH school, with their school council.  The students are at the school, as they found it difficult to cope in mainstream schools, however their ability to discuss and present their views and contribute positively on all school issues is incredibly impressive and has reinforced my view on the importance of student voice for all young people.

I believe that students are an underused and undervalued resource in many schools and that their opinions, contributions and actions are essential components in the drive for school improvement.

If we are going to use their views to shape policy and actions however, we need to be prepared for them to voice concerns and opinions and to take action that isn’t always in agreement with the organisations existing philosophy and practice.

At a time in our country’s history when the democratic process is constantly under discussion and so many voters do not participate in elections,  it is essential that we encourage all young people to express their views, and that we give those views and consequent actions, due respect.

Jill Robson
National Executive Committee
NAPCE

AWARDS: NAPCE joins forces with UK Pastoral Chat to launch the National Awards for Pastoral Care in Education 

NAPCE is delighted to have joined forces with UK Pastoral Chat to launch an exciting new awards scheme for pastoral care providers in the education sector.

It was announced at our conference in May that NAPCE had plans to promote good practice in pastoral support and recognise the work that is being done to develop good quality pastoral care, through the launch of the NAPCE Awards.

Since May we have been in discussions with UK Pastoral Chat, who have a similar interest in recognising good practice in pastoral support, about working in partnership for an awards programme.

So, we thought it made perfect sense for both organisations to work together in partnership to create the first ever National Awards for Pastoral Care in Education.
 
Both NAPCE and UK Pastoral Chat will have their own categories for the awards and will manage their own process for entry, finalists and selection of awards winners.

Of course, working in partnership means the Awards instantly becomes a much bigger event, with a bigger audience and we’re going to be combining our energies and expertise to organise an awards programme that significantly raises the profile of pastoral care in the educational world.
The closing date for all categories (both NAPCE and UK Pastoral Chat awards categories will be Monday 2nd March, 2020.

The finalists of the inaugural National Awards for Pastoral Care in Education will be invited to attend a ceremony in 2020 and we’ll be announcing details of the event shortly.

UK Pastoral Chat is inviting nominations for awards in the following categories;

  • SLT
  • Head of Year (Including Head of 6thForm)
  • Head of House/Head of Boarding
  • PSHE Lead
  • Nurse/ Counsellor
  • Pastoral Support Staff (including Learning Mentor)
  • Tutor/Classroom teacher
  • Unsung Hero
  • Guidance teacher
  • DSL/CP Co-ordinator
  • Governor

Details about how to make nominations can be found on the UK Pastoral Chat Twitter pages.

NAPCE is inviting nominations in the following categories;

  • Pastoral School of the Year
  • Pastoral Team of the Year
  • Pastoral Member of Staff of the Year
  • Pastoral Leader of the Year
  • Pastoral Development of the Year
  • Raising Awareness about Pastoral Care
  • Outstanding Contribution to Pastoral Care

Nominations are encouraged for awards in different categories from schools and educational institutions. The Awards will be an excellent opportunity to share good practice in pastoral care and through the social media and websites of both organisations to raise awareness of where pastoral support is making a real difference in the educational experience of young people. The awards will encourage new initiatives and ideas in pastoral care and will recognise the contributions being made to developing policy and practice in pastoral support.

This is an opportunity to recognise the impact the work of pastoral staff is having on the achievement and well being of young people. The decisions about prize winners in each category will be made by a panel of invited professionals who work in pastoral care.

There will be a prize of £100.00 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

The criteria for the NAPCE awards are;
Award Criteria

  • Pastoral School of the Year

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

  • Pastoral Team of the Year

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

  • Pastoral Member of Staff of the Year

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

  • Pastoral Leader of the Year

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

  • Pastoral Development of the Year

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

  • Raising Awareness about Pastoral Care

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

  • Outstanding Contribution to Pastoral Care

A person, group or organisation that has made a real difference for the benefit of young people in the area of pastoral care.Nominations for the NAPCE Awards are welcome from member schools and institutions and from schools and institutions that are not currently members of NAPCE. Nominations can be made online via this link:

https://iainnapce.wufoo.com/forms/zxzr4y71g2ofzi/

You can also enter by e-mail to NAPCE Base at admin@napce.org.uk with the following information:

Award                          __________________________________________

Nomination                  __________________________________________
Support for nomination (maximum 100 words)

Nominated by _______________________________________________

Email contact _______________________________________________

The Awards Programme and partnership with UK Pastoral Chat is an exciting opportunity to raise the profile of Pastoral Care and give hard working pastoral staff and schools with positive approaches to supporting learners the recognition that they deserve.

Good luck!

Phil Jones
National Chair
National Association for Pastoral Care in Education

Article: “Cyberbullying – What schools and teachers can do” by internet security company ESET

The dramatic and, often dangerous effects of cyberbullying is an issue we cannot afford to ignore.

The impact of cyberbullying has widely and regularly been reported in the media and too often we are seeing the results being a serious effect on the mental health to young people, sometime even leading the suicide.

At NAPCE we are committed to sharing information about cyberbullying, in terms of evidence, case studies and effects.

We also seek regular advice on how, as education providers, we can support our young people and each other with instances and circumstances of cyberbullying.

Earlier this month we discovered a summary of advice on the issue from award. winning global internet security company ESET.

Here is the article, written by Cecilia Pastorino. It was published on the ESETblog welivesecurity on August 23rd, 2019.

Cyberbullying: What schools and teachers can do

These days, the internet is woven into people’s everyday lives, and children’s lives are no exception. For all its benefits, the technological evolution has also brought, or magnified, some problems, and cyberbullying is one of the most pervasive threats that youth face online. In fact, when a kid starts to be bullied at school, the harassment usually continues on social networks, messaging apps, and elsewhere on the internet. Educational institutions may think that the issues of the digital world lie outside the scope of schooling or that they don’t warrant scrutiny. However, online abuse and harassment often have a bigger impact on the victims than in-person bullying – and yet they may be ignored until it’s too late.

Importantly, on the internet everything can become more powerful. A social media post can reach hundreds or even thousands of people in a matter of minutes and before you know it, all those people may be talking and expressing opinions about the post or image. The impact of abusive content on the victim is magnified when there’s an increase in the number of people seeing, liking, sharing, and/or commenting on the post. Indeed, if the content has gone viral, it’s impossible to stop or delete it, even if the aggressors come to regret their actions.

On a related note, the sense of decreased inhibition afforded by screens and social networks due to the sense of anonymity may make many kids feel empowered enough to say and do things in the digital world that they would never do in the physical world.

Against this backdrop and as way to encourage a proactive approach in tackling cyberbullying and other types of online harassment, here are four principles that every school and teacher can apply in order to deal with this problem:

1. Educate students to be good digital citizens

Since the digital world is part of our real lives, the rules that apply on the internet should be the same as those we are already familiar with in the physical world. When teaching kids about respect and social conventions, it’s important to include the realm of the internet and ensure that they are also taught how to behave and communicate through digital media.

Subjects like civic education and citizenship should go beyond traditional boundaries to touch also on ethics, morality and respect in the digital world. Team exercises and activities are another powerful way to get groups to work together as one. The purpose of such activities is to get all the members of the class to work together toward a common goal, using all their individual strengths and valuing each person’s abilities to complete a task.

2. Prioritize awareness-raising over banning

Awareness is very powerful, not least because it changes social perceptions. Rather than creating panic over the use of technology or spreading misunderstandings, awareness allows a positive atmosphere to emerge.

Many schools choose to ban the use of technology, which can actually backfire in that pupils and students will use their phones on the sly. Young people identify with technology and adapt it to fit into their daily lives. That’s why it’s important to show students how they can use technology for the common good, such as to share knowledge or to support one another. Furthermore, by bringing technology into the classroom, teachers can focus on its ethical use.

3. Collective solidarity in reporting cyberbullying

A report by the Safe2Tell initiative found that, in 81% of cases of bullying at school, some group of students would have known about an attack, but would have decided not to report it. In most of these cases, the silence is mainly due to the fear of becoming the next victim or of facing punishment by adults. In these cases, children need to know that the problem is not technology, but rather people using it for the wrong ends. Promoting free-flowing dialogue and providing a space for listening also contributes to children knowing who to turn to if faced with abusive behavior.

On the other hand, online abuse can, and should, be reported on the platforms themselves. All social networks have the option to report posts, comments and even profiles that harm or harass someone. This is the only way to eliminate abusive content on social networks, because after a series of reports are received, the post or profile is deleted. These reports are completely anonymous, so there is no need to fear retaliation.

4. Dialogue: the basis for all support

Students need to know who they can reach out to before a problem arises. And in this area, trust is the key to open a dialogue. A recent survey (in Spanish) found that 25% of children and teenagers believe their elders know less than they do about technology. This perception makes them feel that their online problems are played down and not understood. What happens on the internet is viewed by children as very serious. Their digital identities are essentially the same for them as their real-world identities. For that reason, if a student approaches a teacher or other responsible adult with an online problem, the teacher needs to take it as seriously as a similar real-world issue and seek out the resources to deal with it.

It’s important to remember that while youngsters know a lot about how technology is used and how it works, adults have more real-life experience. With this in mind, exploring topics like technological risks, safety on the internet and appropriate online behavior are vital to encouraging dialogue. And it’s essential to break the silence around bullying and cyberbullying, by talking about instances of cyberabuse and their solutions. In doing so, teachers need to be clear and empathetic and to communicate openly with their students.

In conclusion, if we view digital communication as part of each person’s own little world, we can apply these thoughts expressed by Eleanor Roosevelt:

Where, after all, do universal human rights begin? In small places, close to home – so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world.

MEDIA WATCH: A round-up of the latest news stories involving pastoral care in education

At NAPCE we work very hard to stay across the national and international news media to store and share the latest stories involving pastoral care in education on our own platforms.

In this new feature for NAPCE News, we are sharing with you a selection of the biggest stories hitting the headlines this month with the aim that some of these reported developments may provide useful context within your work as a strategist or practitioner of pastoral support.

Here is a summary for September 2019.

“Poor pupils nearly twice as likely not to pass maths GCSE as richer peers, analysis reveals” from The Independent

Read here: https://www.independent.co.uk/news/education/education-news/gcse-results-day-2019-maths-english-pass-poor-students-a9071741.html

“Pastoral care tips for the new academic year” from Independent Education Today

Read here: https://ie-today.co.uk/Blog/pastoral-care-tips-for-the-new-academic-year/

“Children without bed of their own or enough clothing struggle at school, report warns” from The Independent

Read here: https://www.independent.co.uk/news/education/education-news/child-poverty-school-attendance-food-banks-clothes-bed-buttle-uk-a9090006.html

“Almost one in five children have contemplated suicide because of bullying at school, a new study of 1,003 students has revealed” from The Independent

Read here: https://www.independent.co.uk/life-style/health-and-families/school-suicide-children-bullying-anxiety-back2school-a9088341.html

“‘My pupil was expelled for breaking a teacher’s fingers. I have to help him” from The Guardian

Read here: https://www.theguardian.com/society/2019/sep/09/pupil-expelled-breaking-teachers-fingers-help-tutor

“Teacher: Depression and anxiety threatened to kill my career. So I came clean about it” from The Guardian

Read here: https://www.theguardian.com/society/2019/sep/10/depression-and-anxiety-threatened-to-kill-my-career-so-i-came-clean-about-it

“Facebook and Instagram tighten rules on self-harm images” from The Guardian

Read here: https://www.theguardian.com/technology/2019/sep/10/facebook-instagram-tighten-rules-self-harm-images

“Off to ‘big school’? Some pupils need extra support, says Ofsted” from BBC News

Read here: https://www.bbc.co.uk/news/education-49661576

“Top teacher warns on mental health time bomb over autism training from News Letter

Read here: https://www.newsletter.co.uk/education/top-teacher-warns-on-mental-health-time-bomb-over-autism-training-1-9069439

“The BBC is launching a new app to try and help the wellbeing of young people online” from BBC News

Read here: https://www.bbc.co.uk/newsround/49738120

“Bullying behaviour often emerges in childhood, and the consequences for victims can last a lifetime. But what makes a child become a bully?” from BBC News

Read here: http://www.bbc.com/future/story/20190913-why-some-children-become-merciless-bullies

NAPCE & UK Pastoral Chat launch National Awards for Pastoral Care in Education

NAPCE is delighted to have joined forces with UK Pastoral Chat to launch an exciting new awards scheme for pastoral care providers in the education sector.

It was announced at our conference in May that NAPCE had plans to promote good practice in pastoral support and recognise the work that is being done to develop good quality pastoral care, through the launch of the NAPCE Awards.

Since May we have been in discussions with UK Pastoral Chat, who have a similar interest in recognising good practice in pastoral support, about working in partnership for an awards programme.

So, we thought it made perfect sense for both organisations to work together in partnership to create the first ever National Awards for Pastoral Care in Education.

Both NAPCE and UK Pastoral Chat will have their own categories for the awards and will manage their own process for entry, finalists and selection of awards winners.  Of course, working in partnership means the Awards instantly becomes a much bigger event, with a bigger audience and we’re going to be combining our energies and expertise to organise an awards programme that significantly raises the profile of pastoral care in the educational world.

The closing date for all categories (both NAPCE and UK Pastoral Chat awards) will be Monday 2nd March, 2020.

The finalists of the inaugural National Awards for Pastoral Care in Education will be invited to attend a ceremony in 2020 and we’ll be announcing details of the event shortly.

NAPCE is inviting nominations in the following categories;

Pastoral School of the Year
Pastoral Team of the Year
Pastoral Member of Staff of the Year
Pastoral Leader of the Year
Pastoral Development of the Year
Raising Awareness about Pastoral Care
Outstanding Contribution to Pastoral Care

You can enter the NAPCE categories here http://napceawards.wufoo.com/forms/napce-awards

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.

UK Pastoral Chat is inviting nominations for awards in the following categories;

SLT
Head of Year (Including Head of 6thForm)
Head of House/Head of Boarding
PSHE Lead
Nurse/ Counsellor
Pastoral Support Staff (including Learning Mentor)
Tutor/Classroom teacher
Unsung Hero
Guidance teacher
DSL/CP Co-ordinator
Governor

You can enter the UK Pastoral Chat awards categories here surveymonkey.com/r/MGPBSW9

The Awards will be an excellent opportunity to share good practice in pastoral care and through the social media and websites of both organisations to raise awareness of where pastoral support is making a real difference in the educational experience of young people.

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

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

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

There will be a prize of £100.00 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

The criteria for the NAPCE awards are;

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

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

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

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

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

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

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

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

You can also enter the awards by e-mail to NAPCE Base at admin@napce.org.uk

The Awards Programme and partnership with UK Pastoral Chat is an exciting opportunity to raise the profile of Pastoral Care and give hard working pastoral staff and schools with positive approaches to supporting learners the recognition that they deserve.

Good luck!
Phil Jones
National Chair
National Association for Pastoral Care in Education

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