SEAL INDUCTION DAYS Introduction to SEAL

2. Why do SEAL? Effective and successful learners Make and sustain friendships Solve problems Manage strong feelings Skills for their future life – standing them in good stead for their working lives and general wellbeing.

3. Impact of SEAL (from schools) Development of shared emotional language (whole school) Increase in children’s confidence Children owning / managing own behaviour Children supporting other children with behaviour Children actively using SEAL vocabulary and strategies Improvement in group work / skills Partnership with home over emotional well being issues Raised profile of PSHE in school

4. Background The real joy of the work we have been doing in SEBS and SEAL is that it joins together many aspects of education. It was developed in response to concerns about behaviour and an enquiry into the underpinning skills, abilities and dispositions we need to be able to behave appropriately. At the same time the national strategy was looking at some of the skills needed to be a good learner and the NHSS were considering the whole issue of emotional well-being and what skills and abilities we need as children to be emotionally well. This coming together is its real strength – SEBS/SEAL contributes to some of the burning educational issues of our day. The real joy of the work we have been doing in SEBS and SEAL is that it joins together many aspects of education. It was developed in response to concerns about behaviour and an enquiry into the underpinning skills, abilities and dispositions we need to be able to behave appropriately. At the same time the national strategy was looking at some of the skills needed to be a good learner and the NHSS were considering the whole issue of emotional well-being and what skills and abilities we need as children to be emotionally well. This coming together is its real strength – SEBS/SEAL contributes to some of the burning educational issues of our day.

5. The Continuum Quality first teaching Small-group intervention Individual The materials have the small group or silver set and are part of a continuum of provision. The materials have the small group or silver set and are part of a continuum of provision.

6. Underpinning ideas Emotional understanding e.g. recognising and labelling feelings, fight/flight Emotional management – e.g. anger, anxiety Assertiveness Conflict resolution Friendship Group skills Calming down strategies Understanding motivation The purpose of this slide is to point to some of the theories – that have influenced the materials. The purpose of this slide is to point to some of the theories – that have influenced the materials.

7. The Themes New Beginnings Getting on and Falling out Say no to bullying Going for Goals Good to be me Relationships Changes

8. What do we deliver? Whole school planning and delivery of a theme for about 5 weeks Whole school assembly at the beginning and end of each theme Focus for noticing achievement Key vocabulary Key strategies – emotional barometer, calming down, problem solving – ‘generalised’ Teaching materials in 4 age groups ‘Silver’ materials – small group work ‘Gold’ materials – home and family work

9. Well-Being – the Field Healthy Schools – Emotional Health and Well-being Every Child Matters – mentally and emotionally healthy OFSTED – Personal development and Well-being Mental Health Self Esteem Emotional Literacy Participation – Children’s Voices Children’s Rights – UN Convention – Citizenship

10. The Field (cont.) Risk and Protective factors Spiritual, Moral, Social and Cultural development Child Protection Anti-bullying policy and practice Staff well being Circle Time Philosophy for Children Behaviour and Attendance SEAL

11. The Foundations for Emotional Well-Being - Rutter The division of the cognitive and the personal/social in learning is a false and counterproductive one. A focus on the personal and social aspects of education enhances achievement and has a big, long-term impact on later adult life. ‘The goals of schooling must include social features as well as the transmission of education. There are two key mediating pathways to adult life. The acquisition of general skills that can be applied to new learning Raised self-esteem, self-efficacy, social maturity and competence’ (Rutter, 1991)

12. What do we want for our children? We want children 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.

14. Fight or flight?

15. Fight or flight?

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21. Implications for school and classroom planning A vocabulary to describe feelings How to recognise feelings in others and ourselves That all feelings are acceptable and unavoidable – even anger; it is behaviour that may or may not be unacceptable, rather than the feelings that underlie it That feelings need to be accepted and not denied; responses like ‘cheer up’ or ‘don’t worry’ are rarely helpful

22. Implications (cont.) How to acknowledge feelings – to recognise and label our feelings and to be able to say ‘I feel ..’ How to manage feelings – to identify ways of calming down if necessary, and to know how to access and maintain positive emotional states A range of strategies to think about our feelings and express them appropriately

23. Ways to look after your Mental Health Talk about your feelings Keep active Eat well Drink sensibly Keep in touch with friends and loved ones Ask for help Take a break Do something you’re good at Accept who you are Care for others Mental Health Foundation

24. Contact details Annabel Talbot Manager, Personal Development Programmes Cambridgeshire PSHE Service 01480 375171 www.pshe.ccceducation.net