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NAPCE News – January 2021

NAPCE News – January 2021

Making a positive difference to young people through pastoral care

FEATURE ARTICLE: “Twelve Months of Pastoral Care” – NAPCE Chair Phil Jones Shares a Calendar of Focus Areas in Pastoral Care for 2021

Twelve Months for Pastoral Care

One of the challenges for staff in pastoral roles is that you can often feel like there is no time to respond to all the challenges that you face. It is impossible to solve every problem and meet all the demands that are made on pastoral staff. It might help to have a different focus for every month in the year. The ideas in this article could be used as a stimulus for monthly pastoral team meetings to provide inspiration for sharing positive ideas and plans.

JANUARY
New Resolutions
An opportunity to think about what personal qualities could be improved

One of the positive things about working in schools is that there is always an opportunity to make a fresh start and to take advantage of lessons learnt form previous experiences. There is a new academic year, a new calendar year, a new term, a new timetable, a new week, a new class, and these are all opportunities to respond positively and with new energy to challenges. For pastoral staff, the new calendar year can be a time to think about what worked well in the first term and how practice could be adjusted to be more effective.  It is also a good opportunity to encourage learners to think about the personal qualities they would like to improve and the actions they could take to become better people.

FEBRUARY
Building Resilience
Making a commitment to not give up on achieving ambitious goals

This is a time of year when pastoral staff must summon up all their strength to maintain their determination to achieve their pastoral goals and to provide a positive culture for learning. A smile can make a huge difference, to motivating other people. The winter months can seem never ending. In the middle of lockdowns and a global pandemic this is even more likely to be true. The focus for pastoral staff, is on ‘keeping everybody going’, with the belief that investing time and effort now will bring rewards in the future. It is an opportunity to build resilience, through tutor time activities and assemblies. A clear message from pastoral staff, that effort now will achieve success in the future, provides a sense of purpose for each day. This will encourage young people to become more effective learners and support their personal development, in preparation for the challenges they will face in the world of work.

MARCH
Using Resources
Making the most of available support and opportunities 

The spring is the time for pastoral leaders to review the resources that they have available to achieve their goals.  Budget planning, is an opportunity to identify where investment, could have the biggest impact and make a real difference for learners. The most valuable resource for pastoral work is staff. Time should be given to considering whether they are being deployed, so they can use their skills and expertise to support learners effectively. What opportunities can be provided for improving their pastoral skills and expertise, through good quality, continuous professional development? Pastoral leaders should review the pastoral support they are providing and how it is making a difference, in supporting young people to achieve their full potential. Is there effective support from counselling available? What additional support is provided to support learners’ academic progress and personal development? How are parents involved as active partners in the education of their children? How does the school form effective relationships with external agencies? It is important to make sure that learners and parents are aware of the support that is available.

APRIL
Student Voice
Listen to feedback from learners about their experience

This month there is a focus on the opportunities provided for young people to contribute to their learning and to participate in the activities of the school. Review what opportunities are provided for young people, to feedback about their learning experience and the support provided for their personal development. This can inform future planning and ensure that time and effort are directed where they can be most effective. What systems and structures such as, school councils, can be used to ensure that this process is effective? How can young people, be given opportunities, to contribute to the work of the school, for example, as peer educators or peer mentors. Giving young people responsibility, helps to develop positive attitudes and social skills. If pastoral work can encourage young people, to feel that they belong to the school, they are more likely to be positive in their approach to learning and more ambitious about what they can achieve from education and in later life.

MAY
Raising Aspirations
Ensuring a positive response to any challenges.

This is the time of year when learners must demonstrate their knowledge and understanding through tests and examinations. For many young people this can be an experience where they feel under pressure and isolated from support. The pastoral structures and systems of the school need to encourage learners, to understand their feelings and to be positive about what they can achieve. In preparing for tests and examinations, young people will benefit from a positive pastoral message, that they are not on their own, and that the school is there to support them in facing the challenges. This can include providing guidance about time management, revision techniques and looking after their health and well-being. A positive pastoral strategy is to encourage learners to see tests and examinations as challenges they have prepared for and not as experiences to expose their weaknesses and lack of effort.

JUNE
Long term targets and goals
Using recent experiences to inform decisions about future plans.

With a new academic year on the horizon, now is the time for pastoral leaders and pastoral staff to start planning. A new academic year will provide opportunities to change structures and to adapt pastoral systems, in a way that is not always possible during term time. This needs planning and needs to use recent experiences to inform decisions, to ensure that the focus is on the right priorities. Allowing time for planning, enables pastoral teams to be ambitious about what they believe they can achieve for the young people in their care. It provides time to research different options and to make preparations, to ensure that new initiatives are implemented effectively. Decision making can be informed by the views of staff, parents, and learners. Learners can be encouraged to think about their long-term goals for their education and for their later lives.

JULY
Recognising Achievement
Value progress and success to inspire future achievements. 

As the summer holidays approach, it is important to not miss the opportunity to identify and recognise achievements. Recording and celebrating, where progress has been made, ensures that those achievements are not lost and can be used as foundations for further success in the future. Pastoral leaders and pastoral staff can take the opportunity to record and share the achievements and success from the previous year. Pastoral staff should identify where their work has had a positive impact, in making a difference in the progress and achievements of learners and share this information with the school community. It is even more important for young people, that their achievements are recognised and celebrated, before they are forgotten over the summer and the opportunity to provide motivation is missed.

AUGUST
Reflection
Taking time to think about priorities and to be clear about what is important.

For staff in pastoral roles, it is often difficult during a busy working week to find time to reflect on the goals we are trying to achieve for the benefit of the young people in our care. In term time pastoral staff rely on the structures and systems that have been established, to meet the different demands of young people, for support with their learning and personal development. The summer provides an opportunity to think about the values and beliefs that drive the work of pastoral staff. What are the priorities to be achieved from the resources available and how can they be used effectively to support young people? What are the challenges that pastoral staff and the pastoral systems in the school are likely to face in the future?  Are the current pastoral structures and systems appropriate for changing circumstances and demands being made on them? A period of reflection provides clarity about priorities and the motivation to approach challenges with confidence.

SEPTEMBER
High Expectations and clear routines
A fresh start with the opportunity to establish clear routines

The start of the academic year is the opportunity for pastoral staff to reinforce the values and beliefs of the school. This is the opportunity to adapt systems and routines, to ensure that they are appropriate for meeting the needs of all learners. There is a short ‘honeymoon’ period at the start of the academic year, when learners will accept changes and new initiatives, before they start to test them, to expose their weaknesses. It is important that during the first few weeks, that pastoral staff allocate time, to explain the reasons for any changes in routines or procedures and how learners will benefit from them being implemented. This achieves clarity about the high expectations, the school has for its learners and its determination to support them in achieving their full potential. It highlights the school’s determination to support all learners in developing the skills and positive attitudes that will enable them to achieve success. The challenge is to gain the support of the majority, so there is a clear understanding and support for the values and ethos of the school. This helps to create a culture where there is a focus each day on achieving academic goals and personal development.

OCTOBER
Developing Potential
Looking for opportunities to improve talents and skills
A challenge for pastoral leaders is to look for opportunities, where a small amount of effort will achieve maximum impact. A new initiative implemented now could be a real boost to raising achievement and supporting the personal development of young people. Including discussions about pastoral roles, in the performance management process for teachers and support staff, demonstrates that this work is important to the school and values the contribution that staff make. It is an opportunity to consider how the work of staff could be more effective in supporting the young people in their care. This is a good time to encourage learners to think about what additional efforts they could make to help them to make more progress in their learning and personal development. This places responsibility on individual learners to explore all options, for helping themselves to achieve their full potential and to prepare themselves for the challenges they will face in their later lives. Effective form tutoring can provide motivation for learners. This involves asking challenging questions about what they want to achieve and what actions they need to take to be successful.

NOVEMBER
Motivation and Well being
Encouragement that recognises opportunities to succeed and the different needs of individuals

In my experience, it is often this month when positive beliefs and ambitious goals start to be tested. The weather is getting worse, dark evenings make it more difficult to enjoy leisure time, more time is spent inside, and it will be several months before this gets better! This is the time for pastoral staff, who will have the same negative feelings as everybody else, to summon all their energy to focus on motivating and encouraging other people. Simple words of encouragement can have a huge impact on motivating young people and staff and make a difference in supporting well-being. At this time of year, it is even more important to remember the values and priorities agreed in September, so there is a sense of purpose for the daily work of staff in pastoral roles. It is important to keep the belief in the pastoral structures and systems, and to be confident that work done now will bring success later in the academic year.  Having empathy is important, to understand the different feelings and challenges for individuals and to ensure that well-being is a priority for staff and the young people they are working with. Thinking about each learner as an individual enables the school to provide appropriate support in response to their different needs.

DECEMBER
Celebration and recognition
Recognising progress made and success achieved. 

As the end of the calendar year approaches, when from my experience all staff and especially pastoral staff are tired and motivation is in short supply, it is a good time to focus on what progress has been made in the first term and to recognise and reward success. Recognising where success has been achieved is a real motivator for achieving more success in the future. Having your own achievements recognised or celebrating the achievements of other people, encourages a positive and ambitious response from individuals. This is true for both adults and young people. A celebration assembly or positive letter home to parents demonstrates what the school values and reinforces high expectations. Rewards need to be awarded, with clarity about the reasons why they are being given. They will then have a positive impact on raising self-esteem and the aspirations of individuals. Pastoral care and support for learners will be more effective, if the people in the process are recognised for the contribution and effort they make.

Phil Jones
National Chair
The National Association for Pastoral Care in Education
January 2021

AWARDS: Entry Opens for National Awards for Pastoral Care in Education 2021

The National Awards for Pastoral Care in Education 2021 Launched

Following the huge success of the first National Awards for Pastoral Care in Education last year, we are delighted to announce that entry for 2021 is now open.

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

We were blown away by the success of the first NAPCE Awards and it was never in doubt that we were going to return even bigger and better.

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

Even COVID-19 didn’t stop us last year as we hosted a very busy and exciting Presentation Evening on Zoom in September and with the vaccine roll-out in full swing we’ll be taking a call on whether to hold a physical or virtual event a bit later this year.

The closing date for all categories this year will be Monday May 24th, 2021, so don’t hang around, get your entries in now.

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

Speaking about the Awards, Phil Jones, Chair of NAPCE, said: “It is even more important in 2021 to recognise the pastoral heroes who have done so much to support the pastoral care of young people through the challenges presented by the global pandemic.

“Please take a few minutes to make a nomination to recognise people who have made a real difference.” 

Criteria for Each Category

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

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.

Any school or organisation can make a nomination for one or more of the categories. You do not need to be a member of NAPCE to make a nomination. Self-nominations are accepted.

Nominations are supported with information about how they meet the criteria for the category.

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

There is a prize of one hundred pounds for the school, university, or organisation that the winners represent, in each category, to support their future work in pastoral care. There are prizes and plaques for winners and certificates for finalists.

Nominations open on Monday 18th January and it is a good idea to make your nomination as soon as possible so you do not forget.

Activity Date 2021
Nominations Open Monday 18th January
Nominations Close Monday 24th May
Judging Completed Friday 25th June
Finalists informed Monday 28th June
Tickets for Presentation Available Monday 5th July
Invitations to attend Presentation Event sent Monday 5th July
Presentation Event Friday 24th September

To make your nomination

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

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

FROM THE CHAIR: An update from NAPCE Chief Phil Jones

 

From the Chair with Phil Jones

“The start of a new year is an opportunity to look ahead and NAPCE has some exciting plans”.

That was what I wrote in my New Year message for the NAPCE newsletter in January 2020.

That article had pictures and information about NAPCE’s active involvement in conferences and other pastoral events in the previous year.

There were many plans to provide opportunities for our members to meet up at conferences and plans for other activities to raise NAPCE’s profile and involvement in the educational world.

What we had not planned for was a global pandemic and restrictions that prevented people from meeting up with each other.

Despite this unexpected situation NAPCE has continued to be active and to promote the importance of pastoral care as part of a young person’s education.

In many ways it has taken a pandemic to highlight that schools make a significant contribution to the socialisation, personal development and well-being of young people as well as supporting their academic progress to enable them to be successful in their future lives.

In 2020 NAPCE organised, for the first time, the National Awards for Pastoral Care in Education, which recognised the hard work and achievements of people contributing to pastoral care.

The presentation event in the autumn was the first time that NAPCE had organised a virtual event, which was a huge success.

Our academic journal continues to be well respected around the world, with articles that share good practice and the latest thinking about pastoral care.

Despite the restrictions imposed on us all because of the pandemic NAPCE has seen an increase in its membership, more people are engaging with the Association through social media and there has been increased interest in contributing to the work of the NAPCE as a member of the national executive.

There is every reason to be confident that NAPCE will continue to make a valuable contribution to educational thinking and practice. With the arrival of vaccines, there is hope of people being able to meet up again soon.

In January NAPCE will be involved in the planning and delivery of ASCL’s annual conference for Pastoral Leaders. I will be delivering a virtual workshop, along with Maria O’Neil the founder of UK Pastoral Chat at 11-30 on Monday 25th January as part of this conference.

NAPCE has been involved in the planning and will be supporting Safer Internet Day, which this year takes place online on Tuesday, 9th February.

The Annual General Meeting takes place on Saturday, 27th March, which with the lockdown currently in place is likely to be an online event.

All NAPCE members are welcome to attend and details will be available soon.

The 2021 National Awards for Pastoral Care in Education has just been launched and will be important for recognising the ‘pastoral heroes’, during the pandemic. There are plans for a conference and awards presentation event and even if these must be virtual events, they will bring people together and celebrate good practice and new ideas.

I am pleased to welcome Anne and Susana who joined our administrative team in January. They will be working along with Mel to support the Association in working with its members to promote the importance of pastoral care and the difference it can make to a young person’s learning experience and future life chances.

They can be contacted on the following e-mail addresses.

I am also pleased to welcome the new members of the national executive.

  • Connor Acton
  • Dominic Riste
  • Luke Myer
  • Nadine Huseyin

I look forward to them being actively involved in the work of NAPCE as a member of the National Executive Committee and being able to meet them in person soon.

I would like to take the opportunity to thank all members of the NEC, the editorial board for the Journal and the team who provide the Association with administrative support for all your contributions and support for the work of NAPCE, through what has been a challenging time for everybody.

On behalf of NAPCE I would like to send my best wishes for a Happy New Year, which I hope will be a time when we can meet with people again and value the importance of that human contact.

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

MEET THE TEAM: Introducing New NAPCE Team Member Anne Jones

 

Introducing NAPCE’s Newest Team Member, Anne Jones

I wanted to introduce myself as I settle into my new role as the NAPCE administrator.

I am delighted to be part of NAPCE, having been on its periphery for so long and hearing about it from my husband Phil Jones!

I have just retired from teaching after 26 years in the job.

Before I went into teaching, I was a research Scientist and worked for The Schizophrenia Association of Great Britain, based at Bangor University and previously as a Molecular Biologist at Heidelberg University in Germany. I have two degrees – a BSc in Biochemistry and a BA with the Open University (which I did for fun when I first started teaching!)

I obtained my PGCE at Mansfield College Oxford and had a great time completing my training in a behavioural school in Oxford.

I will never forget the camping trip I went on with this school and the characters I met and supported. It was a real eye opener into the Pastoral needs of vulnerable young people.

My first school as a qualified teacher was in Basildon, where alongside Phil, I worked on the ‘2 Smart 4 Drugs’ and ‘Youth Voice’ projects.

These were truly inspirational and led me to a career in the Pastoral side of education. The students and colleagues I worked with in Basildon made me realise that teaching was the career for me and I made life-long friends there, who were incredible in their support and concern for the young people at the school.

I was a Head of Year for many years, following a year group throughout their time at The Sweyne Park School in Rayleigh. I enjoyed leading projects such as the BP Business and School Partnership Award, which we won alongside our Ford Partners.

I then worked in two schools in Brentwood where I worked on helping vulnerable students with vocational education, careers and work experience. This opened an avenue of making businesses aware of the help that they could give young people in supporting their education and I was lucky enough to speak at Rotary meetings and set up business partnerships.

I have always loved the Pastoral side of teaching and have been a form tutor for many different year groups and for Vertical Tutor groups. I delivered courses on ‘Being a Good Form Tutor’. However, it saddens me that Tutoring these days is veering more on the side of qualifications than on Pastoral care. I believe that children really need the support of Pastoral care, now more than ever!

I finished my teaching career as a Head of Physics. I retired from teaching this Christmas and am looking forward to being a part of the NAPCE team.

NAPCE News – December 2020

NAPCE News – December 2020

Making a positive difference to young people through pastoral care

Interested in joining the NAPCE team?
NAPCE is an organisation that depends mainly on volunteers of dedicated educational  professionals who have a particular interest in the personal, social and emotional development of young people. The organisation is overseen by a national executive who meet twice a year to plan and develop strategy. We have vacancies on the national executive at the moment and are looking to recruit new members from all areas of education. If you would be interested in joining the executive please visit the NAPCE website and fill in a Declaration of Interest form. If you have any questions or would like further information please email admin@napce.org

FEATURE ARTICLE: “Are Schools the Production Lines of the 21st Century?” – NAPCE Chair Phil Jones Looks at Making Young People the Priority for the Education System in the Future.

Are schools the production lines of the 21st century? Making the needs of young people the priority for the education system of the future.

As we approach the end of 2020 there is no doubt that this has been a difficult and challenging year for everybody working in education.

The positive response is to want some good to come out of a negative experience.

The hope is that this will inspire educationalists, to look for ways to improve young people’s learning experience in the future.

The unexpected challenges presented by the pandemic have exposed some of the realities about how our educational system works.

It is inevitable that this will encourage educationalists and everybody with an interest in education to question the priorities and purpose of our educational system.

This was illustrated by how the pandemic, impacted on the examination process in the summer of 2020 and questioned the relevance of the current education system in the country.

The purpose of the current education system, it can be argued, is to be a production line turning out workers for a capitalist economy.

Schools have accepted a role, similar to factories after the industrial revolution, where they produce the compliant and conforming members of society who can be employed in roles to generate wealth.

This system is sustained by national leaders, enforcing this view of the purpose of education being about raising standards, with the strategies of inspection, league tables and parental choice.

Thinking about the purpose of education in the rapidly changing world of the 21st century encourages educationalists to question if this view of an education system is meeting the real needs of modern society.

It is relevant to reflect on whether the workforce of the future will require compliant employees, or will it be more appropriate to develop qualities such as creativity, problem solving, and the ability to work with other people and share ideas, as being more important in the modern workplace.

Martin Illingworth in his recently published book, “Forget School”, argues that jobs in the future will be automated except for jobs that require creativity, emotional intelligence, or physical dexterity.

He calls for a curriculum that meets the needs of society and gives learners the best chance of participating (Illingworth 2020).

If this is true, then the implications for our schools is that the priority is not to enable learners to achieve standards and pass examinations.

It suggests that the role of the school in supporting the personal development of young people will become more important. Schools will have a role in developing the skills and attitudes that can then be demonstrated in the selection process for a job.

The task for schools will be to ensure a young person’s learning experience is relevant for making them employable in the modern world.

Schools will need to give more priority and invest time and resources in developing young people, that can make a positive contribution to society and to the economy.

There is a need for a collaborative approach to learning so young people can engage in collaborative problem solving (Illingworth 2020).

In the world of the 21st century, what you know becomes less important than the personal qualities that an individual can contribute. Google can find information at the press of a button.

This has implications for the design and implementation of relevant systems for the pastoral care and support of young people in schools in the future.

These pastoral systems of the future have a more important role than simply ensuring that young people in schools are compliant and conforming to meet the rules and expectations, to enable the school to achieve good examinational results.

Pastoral systems in schools have a role in developing personal qualities and skills, that can enable young people to sell themselves in the employment marketplace. “To be articulate these days is to be proficient online” (Illingworth 2020).

Pastoral systems and support provided for learners needs to make a real difference in developing the skills and attitudes that young people will need to be effective in the workplace and to make a positive contribution to society in the 21st century.

Schools and, in particular staff, working in pastoral roles need to be empowered to put the needs of young people at the heart of the learning process.

Providing time for pastoral work enables schools to invest valuable resources in supporting the learning experience of young people.

This needs to be deployed in a planned way, to ensure that these resources are being used to develop the personal qualities of the young people and prepare them for the workforce of the future and not on the production line of passing examinations.

“Remembering facts and passing examinations is not that useful anymore. Employers and clients are more interested in evidence of their online proficiency than in their examination results”. (Illingworth 2020).

Some of the possible responses to these challenges presented to schools, do not fit neatly into the curriculum boxes of subjects.

But pastoral systems have a more important role in meeting the more diverse needs of young people in preparing them for the demands of the modern world.

“Schools should be the perfect place to help children learn to collaborate”. (Illingworth 2020)

The pastoral systems of the future can provide schools with opportunities for young people to experience working collaboratively.

The challenge is not to focus on encouraging compliant and passive attitudes, because this approach supports the raising standards agenda.

The goal for pastoral systems in the modern school should be to encourage conformity but young people who challenge, question and clearly communicate their own views and opinions.

Pastoral care should be a dynamic process in schools, that encourages learners to develop the resilience, adaptability, and confidence to challenge ideas, that will enable them to be successful in the modern world and live fulfilled lives.

This focus on personal development in our education system is important for engaging young people in the learning process and to prepare a workforce for the country, that will be relevant for a modern society and economy.

As always these are my own thoughts but NAPCE would welcome your views and ideas.

Please follow NAPCE on Twitter (@NAPCE1.) Sharing our ideas means that we will emerge from the pandemic in a stronger position to focus our energy and expertise in making a difference in the future lives of young people.

I would like to take the opportunity to wish all our members and supporters on NAPCE, a Happy Christmas and to give my best wishes and hopes for a better year in education in 2021.

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

References

Illingworth, M. 2020. Forget School. Why young people are succeeding on their own terms and what schools can do to avoid being left behind, Carmarthen, Independent Thinking Press.

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

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

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

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

The Festival of Learning 2020

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

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

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

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

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

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

Safer Internet Day 

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

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

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

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

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

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

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

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

More details are available by following the link below.

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

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

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

Hashtag for the 2021 campaign is #AnInternetWeTrust

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

Association of School and College Leaders Annual Conference for Pastoral Leaders

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

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

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

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

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

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

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

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

The categories for 2021 will be,

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

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

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

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

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

 

Conference for Pastoral Leaders 2021 with ASCL

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

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

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

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

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

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

About the Event

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

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

How it works

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

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

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

Webinar Requirements 

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

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

Fee

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

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

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

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

 

Welcome to the latest in a series of “Good Practice” reports from finalists and winners of the NAPCE Awards 2020.

Every month we share examples of some of the greatest work within pastoral care in the UK education sector, following the first NAPCE Awards.

In this latest edition, we are featuring The Grove School in Tottenham, London, a school for young people aged 5-19 who have a primary diagnosis of autism.

The Grove School was the winner of the prestigious Pastoral School of the Year award at the NAPCE Awards 2020.

The following information was submitted to NAPCE by the school and we are very keen to share it with you.

The Grove School caters for children and young people 5–19 who have a primary diagnosis of autism, some pupils have additional needs.

Our vision to ‘Inspire Excellence – Champion Potential and Empower Learning’ is simple and founded on a desire to make a difference.

We aim to enable every pupil to flourish by encouraging and building on unique strengths and interests, supporting individuals to develop and deploy strategies to manage and cope with challenges, enabling them to reach their full potential.

We recognise that everyone is different, therefore the individual is always our starting point.

The school employs a full time Pastoral Lead who works as part of the Senior Leadership Team to champion individual wellbeing.

The Pastoral Lead has developed programmes which focus on pupil’s wellbeing and mental health focussing on student voice.

Both the Pastoral Lead and Headteacher champion mental health and positive wellbeing across the school.

In addition to academic achievement, the focus is on social, emotional and personal development. Developed by ensuring every pupil has opportunities to strengthen independence and living skills; key to building their confidence and self-esteem.

Our pupils have access to a team of skilled teachers, therapists, and professionals who work together to ensure each pupil has a learning programme tailored to their specific needs; led by our Deputy Headteacher.

Families are able to engage within their community, attend workshops and have access to a bespoke package of one-to-one family support which can and does include work within the home.

Support and advice is offered to ensure families feel confident and informed about their child’s needs and future prospects.

Central to this partnership is our commitment to working alongside families to support the progress and well-being of all pupils. We strive to develop the very best outcomes for everyone at The Grove. 

NAPCE News – August 2020

NAPCE News – August 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. 

FEATURE ARTICLE: “Lockdown Challenges” –  NAPCE Secretary Jill Robson Takes a 360 Look at the Importance of Pastoral Support in the Covid-19 Era

Lockdown ChallengesEach week during lockdown my husband and I have spent a pleasant couple of hours drinking a glass of wine and chatting to John and Elaine, our friends in Brazil.

As someone who started their teaching career creating visual aids with an epidiascope, (a forerunner of the overhead projector) I still continue to be amazed that we can Zoom in from our home in North East England into our friends’ home in Rio de Janeiro.

Our meetings often have to be curtailed when Elaine, a maths teacher, goes off to teach on Skype. The internet has opened up incredible opportunities for innovative teaching and access to information that would take hours of researching without it.

Undoubtedly the internet has made the continued teaching of students accessible throughout lockdown and it is ironic that after the concern about the amount of online time some children were spending, they are now being encouraged to do so to access their education.

The lack of internet connection and computers has disadvantaged many “less well off” children. There is an obvious concern that numbers of children have fallen behind with their studies during the pandemic and will need increased support to catch up with their education.

The June and July NAPCE newsletters included interesting articles by my NAPCE colleague Dr Noel Purdy on this issue entitled “Bridging the Lockdown learning gap”. I encourage you to read them.

When school aged pupils are interviewed by the media about the enforced break from normal schooling the continual response is not “I have missed maths, english and science etc.” but “I have missed my friends”.  This emphasises the role and importance of school in socialising our youngsters, allowing them to interact with others and develop social skills.

A few years ago, when returning from a NAPCE meeting in London on the train, I sat opposite a couple of young people who turned out to be ex-students. Once we had established this fact, the remainder of the journey was occupied by their reminiscences of their schooldays.

I have to admit that I was slightly disappointed that the highlights of their schooldays did not include the particularly good lesson that I taught in Year 9 on tectonic plate movements but was all about school plays and productions, sports matches, school trips and residentials.

These pastoral activities are seen by many as peripheral activities but for students they often form the most memorable and valuable learning experiences and opportunities for developing relationships with their peers, building social skills and enhancing self-esteem.

In his July article about the 7 ways to bridge the lockdown learning gap, Noel Purdy cites the first way as pastoral support for pupils and states ”Schools already have highly skilled pastoral teams but they should be prepared to encounter many more emotional health and well-being needs in the months to follow and should adopt a child-centred approach of whole school understanding and trauma sensitive ”flexible consistency” to ensure that all children feel “physically, socially, emotionally and academically safe“.

Over the last 38 years NAPCE has continually worked to promote, support and develop pastoral care, pastoral programmes and personal, social and emotional education in schools.

For many years it was perceived as an unnecessary add on, to many teachers burgeoning workload, due to its non-statutory status, however from September 2020 it becomes a compulsory part of state education and will be inspected by Ofsted.

The opening paragraph of the introduction to requirement (updated on July 9th 2020) is as follows:

“To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their well-being health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know when to ask for help and to know where to access support.”

The foreword by the Secretary of State includes the statement that: “Teaching about mental well-being is central to these subjects, especially as a priority for parents, is their children’s happiness. We know that children and young people are increasingly experiencing challenges, and that young people are at particular risk of feeling lonely. The new subject content will give them the knowledge and capability to take care of themselves and receive support if problems arise”.

It is impossible to argue against the noble sentiments expressed in these statements and it is good to see the recognition of the importance of mental health which although always a major concern, appears to have been an even greater issue during lockdown.

This is an issue which NAPCE has continually attempted to address particularly at its conference May 2019 on “Facing the Challenges Mental Health and Wellbeing” and in the special edition on mental health of the journal Pastoral Care in Education (Vol 36. Sept 2018).

I have read many school mission statements over the years that reflected the same intentions as the new legislation; however, the intended outcomes are not always as easy to achieve.

In his book “A Pastoral Programme”, published in 1986, Douglas Hamblin wrote: “Pastoral Care is concerned with skills and feelings. It is about respect for the individual and the transmission of values as well as provision of skills. Transmitting values does not mean a process of indoctrination. It means the building of responsible autonomy and rational self-regulating principles of moral judgement and not blind adherence to a code”.

As with all types of education it is the quality of the delivery and not the content that is often the issue.

Michael Marland one of the founders of NAPCE wrote in his introductory chapter to his book “Pastoral Care.”

“One serious disadvantage of the title of this book is that it could be seen as accepting that school life must divided into two sides, the pastoral and the academic. It is important to stress that at the heart of the matter there can be no pastoral academic split.”

Hopefully a more enlightened Ofsted process will not see an academic pastoral divide focussing on subject content but will judge the process and the outcomes of this new directive in terms of happy, well-adjusted and self-reliant young people.

There is obviously a lot of remedial work to be done in supporting many of our youngsters through the trauma of lockdown but I am sure that, as ever, our dedicated and hardworking teaching profession will step up to the challenge, when full time schooling resumes.

Jill Robson
NAPCE Secretary

INSPIRATION: “Lost in the Social Distance” a Poem by NAPCE’s Journal Editor Stan Tucker

 

Lost in the Social Distance

The school gate is closed 
Lost time, lost space, lost friends.
I balance my schoolwork 
Carefully on my lap,
The promised laptop has failed to arrive.
Harassed by siblings in a small space,
No progress possible in this confined place.
 
We fight over the use of mum’s phone,
No reference books, no support to call my own.
I walk past the school gate
That feels closed now to me.
My safe place, don’t you know
Where I need to be,
To look in a mirror again and actually see me.
 
There’s tomorrow and hope
I heard someone say.
They talk of social distancing,
As if to wish us away.
I’m hanging on now, I really am.
Get to me please and 
Rescue me, if you can.
 
Produced from published materials of young people talking about ‘lockdown’.

Stan Tucker
Editor, Pastoral Care In Education Journal

July 2020

 

ARTICLE: The Importance of “Creative Expression in Uncertain Times” by Leading Educationalist Dave Trotman

Creative Expression in Uncertain Times

As teachers begin preparations for welcoming children and young people into the ‘new normal’ of school education, there will be a necessary urgency to gauge the experiences and effects of lockdown in all its aspects – both good and bad.

Amongst the welter of practical changes that schools have already implemented, many will be considering adjustments to the curriculum and how this can effectively support the needs of children and their families during an, as yet, unchartered transition.

As we all begin to adjust to the ‘new normal’ of pandemic life, the histories of curricula past – many of which have been buried for far too long under the burden of prescription and performance – could now be usefully revitalised for these uncertain times.

One such area with strong pastoral agency is the Expressive Arts. As a historical matter, this of course is far from an original idea. Indeed, Michael Marland – widely regarded as the founding Father of pastoral education in the UK – was a passionate advocate for the arts as a pastoral force in the school curriculum.

At the same time Exeter University academic Malcolm Ross brought the expressive possibilities of the arts to wide educational attention. Art, Dance, Drama, English, Media and Music were regarded by Ross as a community of expressive subjects that share a powerful symbolic and aesthetic language – in which feeling and meaning are embodied in creative expressive form.

The expressive arts [with intentional emphasis on the expressive] have immediate contemporary educational relevance in difficult times.

As the gravity of the global pandemic and lockdown has unfolded, it has in turn exposed the acute vulnerabilities amongst many in our communities.

Wellbeing across a wide social spectrum has once again been a prime area of public concern, while the Black Lives Matter movement has made vivid matters of entrenched racism and the need for lasting social justice.

Amidst all the attendant anxieties and promise of new possibilities, the expressive arts can offer a potent vehicle for sensitively re-engaging the interior world of feeling, imagination and ideas as personal exploration and expression in safe creative spaces.

Dave Trotman in formerly a Professor of Education Policy and Reader in Creative Education 

ARTICLE: NAPCE Chair Phil Jones Shares a Framework for “Essential Pastoral Care in Schools”

 

Essential Pastoral Care in Schools

There has been increased recognition in recent months that pastoral care is an important part of the young person’s experience in school.

Government guidance, research and the media have pointed out, how young people need pastoral support as part of their learning experience.

It is a pity that it has taken a global pandemic before it has been recognised that the pastoral work of a school has an important impact on supporting the socialisation, emotional well-being, and achievement of young people.

The investment in pastoral care has been given the value that it deserves because of how it supports the learning of young people and because of how it prepares them for their future lives. 

A recent survey by charity Barnardo’s reported that 88% of school staff said that the pandemic is likely to have an effect on the mental health and well-being of their pupils (Barnardo’s 2020)

In the same survey 26% said that they did not feel confident that they had the tools, skills, or resources to support their pupils in this way. (Barnardo’s 2020)

It proposed that at least a term should be used as a readjustment period where schools can be flexible with the curriculum so they can work through the emotional effects of the pandemic.

This would enable teachers to help their pupils reintegrate into the school environment and re-socialise with their friends. It suggested that the structure of the school day should be changed, so there was more focus on pastoral care, play, creative outlets, and outdoor activities. (Barnardo’s 2020)

The Chief Executive of Barnardo’s, Javed Khan made the following comments.
“The government should take this once in a lifetime opportunity to rebalance the school system, recognising that children rely on school to keep them safe and well, just as much as they need to pass exams. We urge the government to work with schools, local authorities, the NHS and charities to place well-being at the heart of the curriculum and school culture, so that every child has the support they need to thrive”. (Barnardo’s 2020)

This recognition of the importance of pastoral support, means that schools will need to think carefully about how they use the available resources to create a positive learning environment.

Pastoral support that motivates and inspires all learners and meets their different needs, to enable them to achieve their full potential is what is needed.

This means that schools will need to have a planned proactive approach, to meeting the needs of their learners, that supports their academic progress and personal development.

Our experiences as a country in 2020 have highlighted the need for the education system to develop young people who are resilient and equipped with the skills and attitudes needed, to cope with changing circumstances and challenges in their daily lives.

The priority for leadership in schools is not to find the structure or system for delivering pastoral care that will be the “magic wand” to solve all problems, but to develop an ethos and culture that inspires the personal development and academic progress of all learners.

It must communicate a sense of purpose to all adults in the school about the importance of their actions, to support young people with the challenges they face.

Schools will need to ensure that all adults in the school have the training and support they need to ensure that they are confident about how they can make a telling contribution to meeting the different needs of young people and support them in being effective learners and in their preparation for their future lives.

There is an opportunity to learn the lessons from lockdown, to make young people’s experience of education better in the future.

During the pandemic it has been recognised that schools have an important role on behalf of society, in supporting the personal development of young people.

Sometimes it is only when something is no longer available such as when schools were closed to most learners, that you appreciate the contribution they make to wider society.

The pandemic has taught us that schools have a vital role in the socialisation process, that develops appropriate skills and attitudes in young people to enable them to make positive contributions to society.

It is important that schools invest time and resources in planning how the school, through the curriculum and the organisation of the school, supports the socialisation process.

The pandemic has highlighted that developing skills in human interaction is as important as passing examinations, to prepare a young person for the challenges they will face in their future lives.

Schools need to value, the importance of adults being positive role models for young people. Schools motivate and inspire young people to come out of their comfort zone as learners because they know the support, they might need is available.

Pastoral support becomes important, not just as a system for solving problems but as the ‘safety blanket’, that supports the learning and personal development of the young people.

If schools are going to learn the lessons of the pandemic and the experience can be used to support a drive for school improvement then it is important that schools ask the question , what are the essential ingredients of effective pastoral support.

The following, as they say on television shows, are in no particular order, but together they provide pastoral support that will encourage a positive learning environment and a culture where all learners are motivated and inspired to achieve their full potential.

Academic Mentoring – to engage learners in a discussion that makes sense of their learning experience and motivates them to overcome challenges.

Time Management and Organisational skills – to enable young people to become effective learners and prepare them for their future roles in the world of work.

Social and Emotional Skills – teaching skills and attitudes that enable young people to cope with challenges in their learning and future lives.

Active Citizenship – providing opportunities for young people to have roles that develop positive attitudes and give them experiences that they can use in the future to cope with challenges and demands made on them. 

Student Voice – encouraging young people to share views and opinions so they can contribute to improvements and understand the difficulties that must be faced, to bring about changes for the benefit of other people. 

Effective Tutoring – to provide all young people with one person, who has responsibility for supporting them daily and providing motivation and encouragement to achieve their full potential.

Skills for Life – A planned and proactive approach to develop the skills and attitudes needed to be effective learners and successful in life, such as understanding financial issues. 

Goal Setting – supporting young people with setting targets for themselves to provide a purpose for their work and monitor their progress, to enable them to identify priorities for improvement. 

Healthy Living – providing guidance and support to enable young people to take responsibility for their health and well-being.

Individual Performance Coaching – individual coaching support, to empower young people to take positive action to make progress at school and to improve their future life chances.

Study Skills – A planned and proactive approach, to ensuring that young people have the skills and attitudes to be effective learners at school and in their future lives. 

Presentation and Communication Skills – a proactive approach to teaching presentation communication to enable young people to be confident about sharing their views and ideas. 

Empathy – To enable young people to form effective social and working relationships with other people by being able to explore ideas and situations for their perspective.

Creativity – A proactive and planned approach to developing creative skills to enable young people to be effective members of teams and contribute their talents and skills.

Problem Solving – to enable young people to experience situations where they can use their ideas and build the resilience needed to achieve success in their education and future working lives. 

Roles of Responsibility – to provide opportunities for learners to take on roles of responsibility to learn about decision making and working effectively with other people. 

Recognising and Rewarding Achievement – to motivate and inspire learners and reinforce positive expectations. 

Developing a Positive Ethos and Learning Culture – to provide a safe and positive learning environment where young people are encouraged to achieve their full potential. 

These are not meant to be the only areas to be considered, in planning effective pastoral support for learners in the future.

They should be used as a stimulus by leaders and staff to decide what are the priorities for their pastoral support and to plan what actions to take to meet the different needs of learners.

I hope that they will provide some inspiration to colleagues who want to provide effective pastoral support for young people, during the current challenging situation and in the future.

NAPCE will continue, as it has done for nearly 40 years to share good practice and ideas to encourage effective pastoral support that makes a real difference in young people’s education and future lives.

Please share any thoughts or ideas on the NAPCE twitter link @NAPCE1
 
Phil Jones
National Chair

The National Association for Pastoral Care in Education (NAPCE) 

References 
Barnardo’s, (2020). Time for a clean slate: Children’s mental health at the heart of education.
Jones, P. (2020) Social and emotional learning and its impact on pastoral support”. Pastoral Care in Education. 38(1) 83-87

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