NAPCE News – September 2020
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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
Conference- “Facing the Challenges of mental health and well-being in schools. Let’s talk about it!”
May 8th, 2019, Birmingham
Summary of Analysis of Evaluations from Delegates
Delegates completed a questionnaire to provide feedback at the end of the conference. There were 85 delegates at the conference. The responses to the evaluation show that delegates came from a wide range of backgrounds including primary school teachers, secondary school teachers, headteachers and leaders in secondary schools, non – teaching pastoral staff in schools, people working in higher education, people working in teacher training and organisations that included the Wildlife Trust, BBC Bitesize and Aston Villa Foundation. Speakers came from Birmingham Educational Partnership, Newman University, Ofsted, ASCL, Mind, Squirrel learning, Compassion Matters, Newman Health and Well-being, and NAPCE. In addition, displays were provided by the Thrive Approach and Services for Education
Delegates were positive about the experience they had at the conference and about how they had benefited from attending. The comments show that delegates found the conference useful and that the information that was shared with them and the understanding they developed, would have a positive impact on their future work
One theme that emerged from the conference was the importance of a whole school approach to promoting mental health and well-being in schools.
Delegates appreciated the different information presented, with speakers focusing on current practice, national issues and developments, research and ideas and strategies to respond to the challenges that schools face.
Delegates were positive about the knowledge and understanding they gained from the speakers and workshop leaders. Without exception all the speakers and workshop leaders were mentioned as being the highlight of the conference by different delegates.
Delegates feedback about the venue for the Conference, The Studio in Birmingham was very positive. They liked the location especially because it was close to the station and the food and facilities. There were a few comments about it being difficult to get to central Birmingham by car for a 9-00am start.
Delegates were positive about NAPCE’s organisation of the event. Suggestions for the organisation of future conferences included, providing more time for delegates to discuss issues and share good practice and to ask questions and make comments. The responses show that delegates valued the opportunity to network and share ideas and good practice with other delegates.
Delegates made some suggestions for issues and topics that could be explored in future conferences.
Delegates made the following general comments about their experience at the conference.
Thank you to all speakers, workshop leaders, organisers of displays, staff at The Studio NAPCE members and all delegates for your contribution to the success of the conference.
Phil Jones
National Chair
National Association for Pastoral Care in Education (NAPCE)
Summary of the response by the National Association of Pastoral Care (NAPCE) to the OFSTED consultation on the proposed new Inspection Framework to be implemented from September 2019.
Proposal 1: Introduction of ‘Quality of Education’ Judgement
We propose the introduction of a new ‘quality of education’ judgement built around our working definition of the curriculum. It will focus on a provider’s educational intent, implementation and impact.
Inspectors look at teaching, assessment, attainment and progress under the current inspection framework, and they will continue to do so, but these considerations will contribute, viewed in the context of the provider’s curriculum, to a single quality of education judgement.
In short, we propose to take a holistic approach to considering the quality of education rather than artificially separating the leadership of the curriculum from teaching, and separating teaching and the use of assessment from the impact this has on the outcomes that learners achieve. This will de-intensify the inspection focus on performance data and place more emphasis on the substance of education and what matters most to learners and practitioners.
This will encourage a greater focus on the experience that young people have at school. The Association welcomes this because it will encourage schools to consider all the experiences, they provide for their students through the curriculum to broaden their educational experience, support their personal development and prepare them for taking an active role in society in the future.
Proposal 2: Separation of Judgements
We propose to judge ‘personal development’ separately from ‘behaviour and attitudes’ to enhance the inspection focus on each and enable clearer reporting on both.
This approach recognises the very different elements in focus. We believe that the behaviour and the attitudes learners of all ages bring to learning is best evaluated and judged separately from the provision made to promote learners’ wider personal development, character and resilience.
We support the increased focus on Personal Development as a step in the right direction and believe that will encourage schools to value the work done by staff, to promote the personal development, well – being and resilience of learners.
It will encourage all schools to consider the well – being of staff and students to ensure their readiness to learn and the opportunity to reach their potential.
The Association will continue to explore opportunities to recognise and celebrate good practice in Pastoral Care. The focus on personal development proposed in the new framework will support this process.
Proposal 3: Early Years
NAPCE did not respond to this proposal
Proposal 4: Increasing Short Inspections from One day to Two days
Currently, section 8 inspections of good schools (or ‘short inspections’) last for one day. We want to ensure that there is opportunity to gather sufficient evidence while on inspection to confirm that a school remains good under the new criteria. Therefore, we are proposing to increase the time for which the lead inspector is on site to two days.
We welcome this proposal because it will ensure that schools focus on the personal development of learners. It will mean that inspectors have the time to enable them to make sound judgements about all the educational experiences that are provided for academic achievement and personal development.
Proposal 5: On-site Preparation
We propose that Ofsted will provide formal notification of the inspection no later than 10am on the day before the inspection. We then propose that the lead inspector will arrive on site no earlier than 12.30pm on that day. The lead inspector will use this time to talk with senior leaders in order to gain an overview of the school’s recent performance and any changes since the last inspection.
We would welcome any developments in the process that enables improved communication between inspectors and the school but have concerns that this would put additional pressure on school staff as they prepare for the inspection visit. An inspection is a stressful experience for school staff and leaders must allocate time to supporting colleagues with their preparation including their emotional wellbeing.
Proposals 7 and 8 are specific to non-association independent schools.
Proposal 7: Quality of Education Criteria
We propose that inspectors should normally use the non-specialist curriculum as their primary source of evidence in assessing the extent to which non-association independent schools meet the quality of education criteria.
NAPCE did not respond to this proposal
Proposal 8:
To provide parents, school leaders and the DfE with better information, we are proposing to recognise and acknowledge sooner where schools have improved or declined, for example by bringing forward a standard inspection.
To what extent do you agree or disagree that where non-association independent schools have been found to improve or decline at an additional inspection, Ofsted should provide up-to-date judgements about the school’s current performance?
NAPCE did not respond to this proposal
Proposals 9, 10 and 11 are specific to further education and skills
Proposal 9:
We propose to reduce the types of provision that we grade and specifically report on.
NAPCE did not respond to this proposal
Proposal 10:
We are proposing to refine our short inspection model for further education and skills providers.
NAPCE did not respond to this proposal
Proposal 11:
We are proposing to extend the timescale within which we should inspect providers judged to require improvement from ‘normally 12 to 24 months’ after the last inspection to ‘normally 12 to 30 months’ after the last inspection.
NAPCE did not respond to this proposal
Phil Jones
Chair
National Association for Pastoral Care in Education
April 3rd 2019