Cross Phase SEAL Network

1. Cross Phase SEAL Network

2. Agenda: please note that the afternoon session will be divided into Primary and Secondary.

3. Session Aims • Share the LA and school focus for SEAL • Develop links between primary and secondary SEAL and SEAL through partnerships • Highlight tools for the monitoring and evaluation of SEAL (SEF)

4. Introductions Jason Goddard

5. SEAL Principles Young people who… ‘…learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’. Adapted from Reva Klein, Defying Disaffection

6. David Moore HMI Ofsted, says “Structure liberates”Ofsted evidence reports not on how ‘fluffy and nice’ a school is, but on how ‘outstanding the classroom/learning environment is’. All staff therefore must be FULLY on boardSEAL must be linked to the SDP and schools need to revisit their core values and ethos.SEAL is not about doing – but engaging, therefore, monitoring and evaluation must be integral as:Schools will need to identify in their SEF the impact SEAL is having in the school and demonstrate this in relation to the ECM criteria.

7. Why are these central to school improvement? Overwhelming evidence demonstrates that well-designed programmes to promote social and emotional skills result in: • Lower levels in stress and anxiety • Better academic results for all pupils and schools • More effective learning • Higher motivation • Better behaviour • Improved school attendance • More responsible pupils, better able to positively contribute to society • Higher morale, performance and retention of staff • A more positive school ethos

8. If we don’t address emotional health and well being…

9. Because if we don’t…. If we don’t address emotional health and well being…

16. Yes – it is anti-bullying and not November! Jayne Cottingham

17. Anti-bullying • Survey completed last meeting – results • SEAL SEF and anti bullying • Updates including- • SEAL guidance • Healthy schools

25. SEAL SEF –Section 4Personal development and well-being • Focusing- • Pupil surveys are completed on a regular basis in recognition of the DCSF charter and guidance • There is an anti-bullying policy

26. SEAL SEF –Section 4Personal development and well-being • Developing- • Questionnaires include pupils and all staff in order to address the perception gap. • SEAL resources and other anti-bullying materials are used to support the development of appropriate intervention.

27. SEAL SEF –Section 4Personal development and well-being • Establishing- • Parents/ carers are regularly surveyed on their view about bullying. • All types of bullying are recorded and interventions monitored. • Pupils are confident in reporting bullying.

28. SEAL SEF –Section 4Personal development and well-being • Enhancing- • All staff are confident in dealing with all types of bullying. • Parents are confident about sharing their concerns about bullying with staff. • Pupils are committed to supporting each other through well established systems.

29. Updates- • Anti-bullying bulletin • SEAL resources • Healthy schools guidance (very good)! • Staff and pupil safety

30. SEAL skill Jason Goddard

31. Improve your listening Working in pairs. Read each statement to your partner then repeat them back to you word for word. Repeat until they do. The three statements get increasingly complex.

32. Level 1 I can’t do that with friends rather than family unless it isn’t raining and the wind is blowing from the east

33. Level 2 Roasted in coconut oil and lightly salted, you’ll enjoy the smooth richness, the unique flavour of this entirely Australian nut

34. Level 3 If Jim and Helen go by car and Rich and Liam come by train, although somebody, possibly Malcolm, will have to pick them up from the station, and the rest of us, including Colin, catch the 2.37 bus, we should all arrive simultaneously at around 4.11

35. School Evaluation Form (SEF) and SEAL Clare Williams and Kate Duxbury

37. PLANNING SEAL Jason Goddard

38. Because: ‘Every teacher knows that, to learn successfully, young people must feel happy and secure within the school environment.’ Hellaby, L. ‘Walking the Talk…’ (London, Fulton 2004) WHY SEAL?

39. Achievement and Emotions…. Because ‘Students who are anxious, angry or depressed can’t learn…’

40. ‘…young people in these states cannot take in information efficiently or deal with it well…’ Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)

41. Percentage of eleven to fifteen year olds who agree:“Most students in my class are kind and helpful.” • Switzerland 81 • Sweden 77 • Germany 76 • Denmark 73 • France 54 • United States 53 • Russia 46 • England 43 Richard Layard ‘Happiness - Lessons from a New Science’ 2005

42. Comprehensive whole school approach Is a model in which: Every subject explicitly identifies the SEAL skills in their scheme of work, to provide: Direct and focused whole class/group learning opportunities: (tutor time, across curriculum and outside formal lessons) Teaching and learning approaches that support the acquisition and consolidation of social and emotional skills Whole staff engagement in continuing professional development

43. Whole school approach to the introduction of themes • Staff meetings - to focus • Assembly - to introduce • Tutor groups - to develop • Across the curriculum/extra curricula activities - to enhance • PSHE to establish • Across the school - to embed

44. How Do Our Learners Feel?

46. anxious

48. What is a SEAL lesson? Teaching in the style of SEAL- every lesson is a SEAL lesson when staff: • are aware of their power and the responsibilities that this confers • strive to create a safe teaching and learning environment • plan lessons/learning opportunities with SEAL outcomes • model SEAL behaviour i.e. explicitly demonstrate emotionally intelligent behaviour • recognise and praise appropriate behaviour

49. Some Lessons Learning Objective (subject specific) Learning Skill Objective (generic skills) Learning Task

50. Some Lessons Learning Skill Objective (generic skills) Learning Objective (subject specific) Learning Task