LEAD ARTICLE: “Vertical Tutor Groups – Research, Insights and how you might make the switch” by NAPCE’s Dr Nicole Cara
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Vertical Tutor Groups – Research, Insights and how you might make the switch by Dr Nicole Cara

In the dynamic world of secondary education, schools are constantly seeking innovative ways to enhance the well-being and academic success of children.

It is becoming more apparent that both well-being and the pastoral side of education go hand in hand with attainment – children who have better social, emotional and school well-being are more engaged with school and have higher academic achievement (Gutman & Vorhaus, 2012).

Yet, the daily pastoral systems within schools receive little research attention, and there is minimal guidance for schools to use to make decisions about what is best for their children.

Here, we present a summary of a large-scale research study[1]on one aspect of the pastoral system: Vertical Tutor Groups (mixed age Tutor Groups). We outline what vertical tutor grouping is, the benefits and give some advice on how you could implement this in your school, grounded in psychological theories and organisational change principles.

What are Vertical Tutor Groups?
Traditionally, secondary schools organise their tutor groups within a year group, so all children are around the same age. In a vertical tutor group system, there are children from various year groups that make up a tutor group. Findings showed this is a practice that is typically common in academics – possibly related to having an ethos that is less bound to a historical norm, rather than an ethos of: ‘We do it this way because we always have done’. Where schools used a Vertical system, this was often alongside same-age tutor groups for certain year groups, but depends on your school context.

Why Vertical Tutor Groups? What’s the benefit?
Research highlights several key advantages of vertical tutor groups:

1. Greater sense of community and belonging: children having relationships beyond their year group (who they will already know as they have lessons together) was described as creating a greater sense of community (McMillan & Chavis, 1986) and school belonging (Allen & Kern, 2017). Form Tutors felt this mitigated some of the negative narratives, ideas and conflict that can be present in schools with same-age tutor groups, therefore fostering pro-social behaviour (Bernard, 2010).
2. Enhanced Peer Support: vertical tutor groups create easy opportunities for older children to mentor younger children. Form Tutors felt this was particularly important for Year 7 students’ transition to Secondary school. Studies show that peer mentoring can significantly boost self-esteem and academic performance among younger students (Topping, 2005) and can lead to a stronger school identity and improved student morale (Wright & Cowie, 2017).
3. Improved Social Skills: Students interact with peers of varying ages, enhancing their communication, empathy, and social skills through natural and daily social scaffolding (Bosanquet, Radford & Webster, 2016). Younger children learn how to navigate secondary school learning, life and adolescence. Mixed-age interactions are shown to promote social competence and reduce feelings of isolation (McLellan & Galton, 2015) and improve well-being and therefore academic success (Hobfoll, 2001).
4. Reduced Bullying: The mixed-age groupings often lead to a decrease in bullying incidents, as older students take on protective roles. Research suggests that vertical groupings can create a safer and more inclusive school environment (Cowie & Hutson, 2005).
5. Better well-being for Form Tutors: Form Tutors felt different aged children needed different things from them as a Form Tutor, so having a vertical tutor group distributed some of the ‘work’ across the year to make things more manageable e.g., writing fewer sixth form references, settling in a smaller number of Year 7 children new to the school or supporting a smaller number of Year 11 children with their exams.
6. Clarity and a clear rationale for your pastoral system: moving or adopting a vertical system was found to result in a clear ethos and culture because this is a conscious decision rather than a historical ‘norm’.

So, you’re thinking of making the switch to using Vertical Tutor Groups…
Transitioning to vertical tutor groups involves careful planning and execution. Here’s a step-by-step guide based on organisational change principles, with helpful questions to consider. NAPCE has specialist and skilled people who are at the cutting edge of research to help you with this. Get in touch!

1. Clear rationale: What year groups will be part of your Vertical Tutor Group system and why?

·       Consider the context of your school – do specific year groups need specific things that can only be achieved/delivered in Form Time?
·       E.g., logistics such as your school being on a split site.
·       Which students will be in each Vertical Tutor Group and how will you decide this?
·       E.g., think about certain groups of students such as those with SEND or who have English as an Additional Language and how best to meet their needs.

2. Structural changes: What needs to change to make Vertical Tutor Groups possible?

·       How might you use your existing or a new ‘house’ system?
E.g., Moving from Heads of Year to Heads of House.
·       What aspects of the Form Time programme could be delivered to mixed-aged groups?
·       What aspects of the wider curriculum could be delivered to mixed-age groups?
·       What is better delivered to specific year groups and where could this be done?
·       How could this be achieved?

3. Training and support: What do staff need to implement the change?

·       What will happen in Form Time within the Vertical System?
E.g., resources, activities etc (see the author’s wider research on Form Time and the programmes delivered therein).
·       How will you provide some training to staff as From Tutors to meet the needs of their Vertical Tutor Group? What will this include?
·       Opportunities for ongoing development.

4. Marketing/buy-in: How will you ‘sell’ the change in your school?

·       How will you communicate your rationale to staff, students and their families to ensure they are ‘on board’?
E.g., Kent and Kay (2007) found that a year after implementing a Vertical Tutor Group system in their school, very few students wanted to return to a Horizontal system.
·       Increase the certainty about what the new Form Time will look and feel like
·       Do different stakeholders need different messages?

Conclusion
Vertical tutor groups represent a forward-thinking approach to secondary education. The benefits – ranging from better behaviour, access to social support and mentoring and improved workload of Form Tutors – make it a compelling choice for schools aiming to nurture well-rounded, resilient children. Form Tutors felt vertical tutor grouping, if done thoughtfully, leads to a greater sense of connection, community and belonging and improved social, emotional, and mental health and well-being. These are the predictors for academic success (Gillen-O’Neel & Fuligni, 2012).

Embracing this model requires careful planning and consideration, and a pragmatic perspective to tailor this to the school’s context. However, the rewards—a more cohesive school community, reduced bullying, and better academic outcomes—are well worth the effort. Get in touch with us if you’d like a hand!

Dr Nicole Cara
Teacher & Educational Psychologist
NAPCE NEC Member
June 2024

References

• Allen, K.-A., & Kern, M. L. (2017). School belonging in adolescents: Theory, research and practice. Singapore: Springer Singapore.
• Barnard, P. (2010). Vertical Tutoring. Guilford: Grosvenor House Publishing Ltd.
• Best, G. M. (2014). Activities and prosocial behaviour in vertical tutor groups.
• Cowie, H., & Hutson, N. (2005). Peer support: A strategy to help bystanders challenge school bullying. Pastoral Care in Education, 23(2), 40-44.
• Gillen-O’Neel, C., & Fuligni, A. J. (2013). A Longitudinal Study of School Belonging and Academic Motivation Across High School. Child Development, 84(2), 678-692.
• Gutman, L. M., & Vorhaus, J. (2012). The Impact of Pupil Behaviour and Well-being on Educational Outcomes. Department for Education. Research Report DFE-RR253.
• Kent, D., & Kay, D. (2007). The Impact of Vertical Tutoring on Students’ Attitudes and Perceptions. Pastoral Care in Education, 25(3), 1-10.
• Hobfoll, S. (2001). Social Support and Stress. International Encyclopaedia of the Social & Behavioural Sciences, 14461–14465.
• McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23.
• Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
• Wright, F., & Cowie, H. (2017). The effectiveness of peer support systems in challenging school bullying: The perspectives and experiences of teachers and pupils. Educational Psychology in Practice, 33(1), 17-32.

About the Author
This article is written by Dr Nicole Cara, an Educational, Child and Adolescent Psychologist in a Central London Local Authority and a Teacher in a North London Secondary School. Nicole is the lead researcher on a large-scale study investigating Form Tutors, Form Time and Tutor Groups that is in the process of publication.

EVENT: NAPCE Awards 2024 – Finalists Announced 
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NAPCE Awards 2024 – Finalists Announced
The finalists of the National Awards For Pastoral Care In Education 2024 have been unveiled.

Now in its fifth year, the NAPCE Awards is a leading event on the education calendar and nominees have been selected in eight categories by an independent panel of expert judges.

NAPCE National Chair Phil Jones announced that the standard of entries was “outstanding” and all nominees should be “incredibly proud” of their work.

The Awards was launched by NAPCE in 2019 and it will return for a third in-person presentation ceremony in October, having been online for the first two years because of the Covid-19 pandemic restrictions.

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

It exists to shine a light on 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.

Mr Jones said:”Once again we received a record number of entries this year, smashing the previous high and it’s testament to the exciting way the Awards continues to grow and how much they mean to people across the education sector.

“Standards were extremely high this year and I’m told judging was not easy, with so many high class entries to consider.

“I continue to be excited by the geographical spread of the nominations and by the number of schools and colleges returning year on year to get involved.

“And I would like to offer huge congratulations to all who made the finals, with such a large number of nominations of the highest standard it’s a big achievement in itself.

“We now look forward to returning  to Worcestershire County Cricket Ground, in Worcester for a wonderful evening of celebrations in October and tickets for all finalists are FREE.

“Please make sure you book early to ensure you get your place at one of the education sector’s most important events of the year!”

To book tickets for the showpiece Presentation Evening on October 11th at Worcestershire County Cricket Ground, Worcester, click here: https://NAPCE_Presentation_24.eventbrite.co.uk

The Finalists

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)

Hazelwood Integrated College, Newtownabbey, Northern Ireland
Creggan Primary School, Randalstown , Co Antrim, Northern Ireland
Good Shepherd Primary & Nursery School. Derry, Northern Ireland
Ebbw Fawr Learning Community, Ebbw Vale, Wales
Drapers’ Academy, Romford, England
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)

Fir Vale School, Sheffield, England
Staffordshire University’s Institute of Policing, Stoke on Trent
Pastoral Care Team, Glenlola Collegiate School, Bangor, NI
Bristnall Hall Academy’s Achievement Coordinators, Oldbury
St Teresa’s Nursery Staff Team, Belfast, NI

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)

Ita Quinn, Malone Integrated College, Belfast, NI
Benjamin Spaul, Goffs Academy, Cheshunt
Claire Blaney, St Johns Primary School, Swatragh, NI
Claire Kerr, Royal School Dungannon, NI
Mike Spellman, Staffordshire University’s Institute of Policing

Pastoral Leader of Staff 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)

Mark Thompson, Drumglass High School, Dungannon, NI
Nadine Dorrian, Strangford Integrated College, Carrowdore, NI
Andrew Keep, St Bees School, St Bees, Cumbria
Brian Mc Closkey,St Mary’s Fivemiletown, County Tyrone, NI
Richard Clark, Mansel Primary,Sheffield
Rory O’Connor, Strangford Integrated College, Carrowdore, NI

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)

Holy Trinity Primary School, Belfast NI
Pastoral Care Team, Glenlola Collegiate School, Bangor, NI
Highfield and Brookham School, Liphook
Blessed Trinity College, Belfast, NI
Moneynick Primary School, Randalstown, Co Antrim, NI

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)

Fatema Mulla & Hafsa Mulla, Thornhill Community College, Dewsbury
Tyrone Hughes, Bridgend Youth Justice Service, Bridgend
Holy Trinity Primary School, Belfast, NI
Gary Kelly, St Kevin’s College, Lisnaskea, NI
Sue Roffey, Compass Community Schools, Sowerby Bridge

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)

Thrive Academy, Craigavon, NI
Pastoral Care Team, Glenlola Collegiate School, Bangor, NI
Claire Kerr, Senior Teacher Pastoral, Royal School, Dungannon, NI
St. Louis Grammar School Ballymena, Ballymena, NI
Frederika Roberts / The Happiness Speaker, Doncaster

International Contribution to Pastoral Care

(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)

King Richard School, Cyprus
Debbie Smith All Saints School, London
NLCS Jeju, South Korea
Sue Roffey, Compass Community Schools, Sowerby Bridge
Thrive Academy, Craigavon, NI

There will also 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.

Grand Presentation for The National Awards for Pastoral Care in Education

Friday 11th October 2024   Information and Tickets  at

https://NAPCE_Presentation_24.eventbrite.co.uk

Tickets available from 9-00am on Monday 3rd June. Tickets for this event are limited so please book early.

Join NAPCE for a brilliant Pastoral Professional Development Opportunity at the same venue on the same day.

The Annual Conference – October 11th -2024 – 10-00am until 4-00pm

Good Practice in Pastoral Care in Education – NAPCE Conference 2024

Also on Friday, October 11th (daytime). This event will include brilliant presentations from national experts in pastoral care and previous winners of National Awards for Pastoral Care in Education sharing their good practice.

Information and tickets at https://2024-napce-annual-conference.eventbrite.co.uk

CONFERENCE: NAPCE Annual Conference 2024 – Tickets On Sale Now
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NAPCE Annual National Conference 2024 – Tickets On Sale Now

Annual National Conference

‘Good Practice in Pastoral Care in Education’
October 11^th, 2024
In the Graeme Hick Pavilion
Worcestershire County Cricket Club
Worcester

The Conference provides an excellent professional development opportunity for all professionals working in pastoral roles and for anybody who wants to make a difference in the learning experience of children and young people.

Keynote speakers include.

• Victoria Raynor, Director, Raynor Safeguarding -‘Opening Windows to Opportunities. The Purpose of Pastoral Care in Education’.
• Dr Caron Carter, Senior Lecturer in Childhood Education at Sheffield Hallam University – ‘Children’s Friendships Matter’.
• Liz Slater, Liz Bates, Independent Advisor, Trainer, and Magistrate – ‘The Role of the Trusted Adult’.

Good practice presentations from previous winners and finalists in the National Awards for Pastoral Care in Education organised by NAPCE include.

• Raymond Herron, Senior teacher, St Mary’s Christian Brothers Grammar School, Belfast – ‘Restorative justice approach to behaviour management’
• Oribi Davies, Director of Inclusion Hub, Friern Barnet School, London -‘Alternative provision to enable young people to remain in mainstream provision’.
• Ellie Costello, Director Team Square Peg, – ‘Working with families to promote good attendance and to support young people in their education’.
• There will also be a presentation from Jill Robson, NAPCE National Secretary – ‘Interactive Pastoral Care’

The Conference will be Chaired by NAPCE National Chair, Phil Jones.

Follow the link for more information and tickets.https://2024-napce-annual-conference.eventbrite.co.uk

CONFERENCE SPECIAL OFFER

Join NAPCE as an individual member for 2024 for £44.00 (£21.00 retired, NQT, students rate ) and have free entry to the National Annual Conference along with back copies of the academic journal ‘Pastoral Care in Education’ and future hard copies delivered to your address.

Or

Join NAPCE as a group member for 2024 for £66.00 as a school college or university (£43.00 primary and special school rate) and have free entry to the National Annual Conference for 2 people along with 2 back copies of the academic journal ‘Pastoral Care in Education’ and two copies of future hard copies delivered to your address. The named person for a group has all the benefits of individual membership.

Go to www.napce.org.uk and click the link for membership and the online application form.

Once membership is confirmed go to https://2024-napce-annual-conference.eventbrite.co.uk to reserve tickets at the free member’s rate.

EVENT: NAPCE Chair Phil Jones to Speak at Online Pastoral Care Conference in September 2024
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Outstanding Pastoral Leadership Conference 2024

Thursday 19th September 2024 | Virtual Conference

CONFIRMED SPEAKERS:
Phil Jones, National Association for Pastoral Care in Education | Sam Garner, Mental Health & Inclusion Consultant
Joanne Sierzega, Senior Attendance and Welfare | Deborah Innes-Turnill, Child Protection Lecturer & Safeguarding Consultant
Nicola Harvey, Founder, former Senior Teacher & Author Harvey Heals | Luke Ramsden, Deputy Headteacher, St. Benedict’s School
Kelly Hannaghan, Mental Health Consultant, Motivational Speaker, Coach, Mind Word Matters Ltd

Why this conference and why now?

“More than ever before, children arrive at school with significant needs that require attention before learning can take place.”

Teaching: the new reality, May 2023

Recent reports show that school leaders are increasingly supporting children with pastoral needs outside of their academic work. With the cost of living crisis, unprecedented pressures on mental health services and continued challenges with school absence, the role of the pastoral teams in schools has never been more demanding.

Outstanding pastoral care is crucial – and that starts with outstanding pastoral leadership…

During this full day conference our expert speakers will discuss 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, working strategically as a pastoral lead, supporting students with anxiety, attachment and trauma aware approached and addressing the difficulties arising out of cyber bullying.

★★★★★

Previous feedback includes from past Conferences:

“Fantastic experience shared from speakers. Very knowledge.”

“Very helpful and informative, covered many areas. I will be able to take the learning and apply it in my role’

“Very well organised. Relevant talks especially with the cost-of-living crisis”

“Well organised, good range of speakers/presenters”

“I can feedback and open up about lots of what we have discussed to help our practise at school”

“Very helpful and informative, covered many areas”

“Very well organised. Relevant talks especially with the cost of living crisis”

“well organised, good range of speakers/presenters”

“Really informative and some fresh new ideas”

“Very informative and well throughout.”

“Lots of ideas to take away and make me re-evaluate or just reminders about best practice.”

“Excellent and knowledgeable speakers.”

“Very cohesive and informative.”

“Very well structured and a good balance of areas covered.”

★★★★★

Why not join your fellow pastoral leads and gain fresh ideas, new perspectives and strong guidance on delivering outstanding pastoral care for your school? Click here to book now.

Your learning objectives:

– Update your knowledge on school attendance and the changes to guidance and proposed changes
– Get essential updates on key topics for pastoral leads in schools
– Work more strategically in a pastoral care role
– 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
– Respond to the increases in children struggling with anxiety
– Understand how attachment and trauma aware approaches in education can support you in your pastoral role
– 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

Plus: We have two breakout sessions for delegates to discuss the role of the pastoral lead in improving attendance and the impact of the cost of living crisis in your school

Ready to secure your place? Click here to book!

Why train with Education Conferences?
Because we know how busy your job is and that you might have to duck out to deal with urgent issues, the conference is being recorded (delegates will be edited out) with the video being uploaded to a secure landing page – access to the recording, all presentations and accompanying resources will be available to you for 3 months!

Group Rates & In-House Training
We are pleased to discuss special rates for group bookings if you would like training for a number of staff or to book places across all our conferences and courses. Contact joanna@hc-uk.org.uk and we will do our best to work to your budget and meet your CPD training requirements.

We hope to see you there but if you are unable to attend you may like to hear news from the day on Twitter by following @eduk_joanna #PastoralinSchools

Regards
Ben
Education Conferences UK
www.educationconferencesuk.co.uk
Providing conferences and training aimed at senior leaders, teachers, SENCOs, safeguarding leads and support staff working in early years, primary and secondary education.

EVENT: NAPCE Belfast Symposium SOLD OUT

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We are very pleased to announce that the NAPCE Symposium in Belfast has sold out for the second year running.

The event will take place at Stranmillis University College on June 24th, 2024. It will feature a panel of guests speakers and good practice sharing from winners of the National Awards for Pastoral Care in Education.

Thank you to NAPCE Journal Editor Professor Noel Purdy and the team at Stranmillis University College for organising this special event.

EVENT: New Conference Aimed at Amplifying the Student Voice Will Take Place in July 2024 Find Out More

Thriving Together – Rebuilding Student Resilience and Developing Student Voice in Post-Covid Education

Monday 1 July 2024 9:30-3:30 at St Benedict’s School

So much of pastoral care and support is done ‘at’ young people, and this Conference, with a
fabulous line-up of nationally-respected figures in this field, seeks to redress the balance by talking about how we can work together with students to develop their own resilience, confidence and voice to face the challenges of the world around them.
Schedule

Session 1: Empowering Student Voice

9.30 arrive and coffee

10.00-10.25 Dr Emily Setty -Giving Students the tools to challenge harmful behaviours in school

10.25-10.50 Dr Robyn Muir -Working positively with influencer culture in schools

5 Minute comfort break

Seeking to understand unheard student voice – the key to safer communities

10.55-11.20 Zoe Shuttleworth & Jason Tait – Seeking to understand unheard student voice – the key to safer communities

11.20-11.40 Q&A with the panel

11.40-12.00 Refreshment Break

Refreshment Break

Session 2: Building The Bridge Between Teachers And Students

12.00-12.30 Nicole Rodden – How to build confidence in
students and teachers in
engaing with, and delivering RSE sessions

12.30-1.00 Andrew Hampton -Finding pupil voice through relatability

1.00-1.20  – Q&A with the panel

1.20-2.20 – Lunch

Session 3: Working With Students on a Culture Of Consent

2.20-2.45 Laura Currer -Understanding the student
experience: how themes of consent and sexual
violence impact young people, and how to support students through it, from a lived experience perspective

2.45-3.10 Monica Bhogal – Supporting students in understanding consent: starting a dialogue

3.10-3.30 – Q&A with the panel

Delegates and speakers who wish are invited to a reception in the school Orchard Hall

Tickets & more information here: https://www.trybooking.com/uk/events/landing/57663

The Speakers

Emily SettyDr Emily Setty is a Senior Lecturer in Criminology at the University of Surrey. She conducts research directly with young people to explore and understand their perspectives on and experiences of sex and relationships. She addresses topics relating to consent and online sexual behaviours, with the aim of identifying the risks and challenges that young people face and how to intervene effectively to reduce harm and to enable them to have and experience healthy and positive relationships. She works with schools, police, local authorities, statutory and non-statutory children’s services, as well as national and local policy makers, to translate research findings and evidence into best practice. Currently, Dr Setty is working with Surrey Police, the Department for Education and a variety of commercial and third-sector organisations to devise, implement and evaluate preventative and remedial interventions to tackle harmful sexual behaviour in schools.

Robyn Muir

Dr Robyn Muir is a Lecturer in Media and Communication at the University of Surrey. Her research focuses on representations of gender in popular culture, as well as how young people engage with influencer culture. Her recent book, The Disney Princess Phenome- non: A Feminist Analysis was published in 2023. She is experienced in researching with young people on their perspectives on princess culture, gender, media and influencer culture to centre young people’s voices inresearch and make a positive change for young people. Her youth centred approach is present throughout her work, where she also works with

educators and youth practitioners to co-create toolkits and resources that can benefit young people, their families and adults working with young people. Further details about Dr Muir can be found here: https://www.surrey.ac.uk/people/robyn-muir and she can be followed on Twitter @DrRobynMuir

Zoe ShuttleworthZoe Shuttleworth is a Director of It Happens Education and delivers the Substance strand of work, from medicines and the law through to illegal drugs and harm reduction. Zoe also works directly with many of the leading UK festival organisers, sharing information about how to be safe at festivals with both students and parents.
Zoe spent 15 years working directly with people experiencing addiction issues, supporting them to address their substance use and helping them to rebuild their lives. She started working in homelessness in 2004, supporting people with drug, alcohol and mental health issues. She then specialised in criminal justice drug and alcohol treatment, working in po- lice stations, prisons, courts and the community. In 2013, Zoe became the manager of the community drug and alcohol service in Hackney, London.
Zoe is passionate about sharing evidence based, non-judgemental information with
young people that can help them make well informed and, hopefully, safer choices. Zoe’s message is predominantly one of assessing risk, thinking through the consequences and encouraging young people to ask for help as soon as it’s needed.

Jason Tait

Jason Tait is the Director of Pastoral Care and Designated Safeguarding Lead at a leading independent international school in the UK. In addition to having specific responsibilities for all aspects of pastoral care and safeguarding across the school, Jason has particular interests and expertise in positive psychology and contextual safeguarding.

Jason is also the co-founder and developer of the award-winning Student Voice, a contextual safeguarding tool that seeks to create brave spaces that empower young voices and inspire society to develop safer communities.

Nicole RoddenNicole Rodden (MA, BA, PGCE) is a former Relationships & Sex Education and Philosophy teacher with Teach First. Nicole co-founded the award-winning organisation Life Lessons in order to help pupils to be healthy, make good decisions and navigate the social and emotional complexities of life. They do this by supporting teachers to create empathic school cultures through delivering outstanding relationships, sex and health education. They currently support over 250 schools and alternative provisions across the UK. Prior

to this, she undertook a Masters in Education Leadership at UCL and was Programme and Training Manager at Education Charity, Team Up.

Andrew Hampton

Andrew Hampton was a Headteacher for 18 years, running a school in Nottingham and then Thorpe Hall School in Southend-on-Sea. Thorpe Hall was recognised with awards from ISA and the TES for all parts of the school, from EYFS to Senior School, for wellbeing, use of IT, breadth of curriculum offer and community outreach. Andrew is the founder of Girls on Board which is an approach adopted by schools that empowers girls to navigate the choppy waters of friendships for themselves. Over 1,000 schools across the world have adopted the approach which was recently recognised with an award from NAPCE. In March 2023, Routledge published Andrew’s latest book – Working with Boys. This book describes a programme of study which helps schools guide boys to be the best they can be. The programme is already being actively used in several dozen schools across the UK. Andrew’s latest book, How to Run a School, will be published by Routledge in Summer 2025. Look out, also, for his new podcast, The Empathy Effect.

Laura Currer

Laura Currer is a thought leader and expert advisor on Sexual Violence and Domestic Abuse, as a rape survivor. Laura’s vision is that whilst violence against women and girls prevails in society, there will always be a safe place to land and rebuild.
Laura owns and leads her own front-line therapeutic business, is a consultant in VAWG and EDI, and was the Independent Chair of the NHS National Sexual Assault and Abuse Services Lived Experience Group.

In pursuit of her vision, Laura is passionate about supporting all public and private sector organisations to consider the impact of sexual assault and abuse on their customers and employees, offering training and consultation to achieve common goals.

Monica Bhogal

Monica is a UK qualified lawyer who practised as a solicitor for 15 years, specialising in defamation, privacy claims, reporting restrictions and pre-publication advice and repre- sented individuals and companies, including media organisations. She began volunteering with the Schools Consent Project in 2017, taking on the role of London Regional Manager in 2018 and was appointed as Director in 2020.

She is passionate about educating and empowering young people. By ensuring they have accurate and comprehensive knowledge to enable them to enjoy respectful, fulfilling relationships and by making the next generation confident of their legal rights, able to communicate their boundaries, and respectful of those boundaries in others, she believes we can support the wider cultural change that we are all looking to achieve, not just in our schools but in society as a whole.

Tickets & more information here: https://www.trybooking.com/uk/events/landing/57663