Mark Price

Workforce re-modelling and pastoral care in schools: a diversification of roles or a de-professionalisation of functions?

Recent years have seen a dramatic change in the composition of the workforce of schools in England and Wales. Policy initiatives associated with inclusion, tackling teacher workloads and the reformation of children and young people’s services have resulted in a proliferation and diversification of roles in schools with the creation of new ‘associate professional’ roles such as ‘higher level teaching assistants’, ‘cover supervisors’, ‘learning mentors’ and ‘parent support advisors’. The ‘extended schools agenda’ has also seen groups such as counsellors, mental health workers and social workers brought into schools. In a context of modernisation and workforce remodelling there has also been a blurring of boundaries between previously distinct roles. This paper provides an analysis of these developments and considers the implications for notions of expertise and professionalism in the children and young people’s workforce, and for pastoral care in schools in particular. Professional development and accreditation for these roles present a mixed picture in which foundation degrees have an important part to play, but for which there is equivocal government support. The use of ‘professional standards’ premised on a model of competence deriving from work‐based learning raises important questions about the nature of professional expertise in professional practice relating to pastoral issues. At the same time as it is proposed to raise the status of teaching to ‘masters’ level, the neediest and most problematic children in schools are increasingly likely to be working with lower paid, lower status staff who may have no formally recognised qualifications. The implications of this for the pastoral care function in schools are explored.

Integrated Working with Children and Young People: Supporting Development Birth to Nineteen

This interdisciplinary core textbook looks at learning and development from birth to 19 years providing, an accessible introduction to the common areas of study across the many roles supporting learning and development in the young peoples workforce. There is coverage of common themes and issues, and theory is closely integrated with practice throughout. Chapters cover: - physical development - cognitive development - social and emotional development - professionalism - leadership - quality and effectiveness - working with families - safeguarding and promoting well-being - transitions - equality and inclusion Reflection points, workplace activities and professional development planners are all included and these challenge readers and students to critically engage with theory in their own practice. The book focuses on the key areas of knowledge that all those working with children are required to study, and places them firmly in the context of working together to support children and young people. Nadia Edmond is Assistant Head of School (Teaching and Learning/CPD), at the University of Brighton. Mark Price is Principal Lecturer and Foundation and Honours Degree Programme Leader Working with Children and Young People at the University of Brighton.

Youth practitioner professional narratives: changing identities in changing times

ABSTRACT This paper examines youth practitioner professionality responses to neo-liberal policy changes in youth work and the youth support sector in the UK, from New Labour to Conservative-led administrations. Using a narrative inquiry approach, six early career practitioners explore and recount their experiences of moving into the field during changing political times. The narratives reveal differentiated responses to a climate of increasing managerialism and performativity but point to the value of narrative capital as a personalised resource.