Developing the Social and Emotional Aspects of Learning (SEAL) in Devon Schools Developing SEAL in your School July 2006

1. Developing the Social and Emotional Aspects of Learning (SEAL) in Devon Schools Developing SEAL in your School July 2006

2. Agenda Coffee and registration 10.00 Welcome Anne Whitely (Director CYPS) 10.15 Introduction to SEAL 10.45 Workshop session 1 11.35 Coffee 12.10 Network Planning 12.50 Lunch 1.40 Workshop Session 2 2.35 Workshop Session 3 3.25 What next? 3.40 Close

3. Objectives: • To explore the place of SEAL in Primary Schools • To develop knowledge of SEAL materials and their links with PSHE • To support the planning for the implementation of the SEAL materials • To help schools identify where they may receive support for the implementation of the materials • To learn from colleagues who are already using the SEAL materials

4. Meeting these objectives through • Staff who will be able to support you today and in the future • Hearing what colleagues are doing already • Making the links with partner schools • Space to think about SEAL and your school – building on what you are doing already • Displays from SEAL and associated agencies

5. Social, emotional and behavioural skills curriculum materials ‘As every teacher knows, in order to learn successfully, children must feel happy and secure within the school environment.’ Hellaby, L. ‘Walking the Talk…’ (London, Fulton 2004)

6. Achievement and emotions ‘Students who are anxious, angry or depressed don’t learn…’

7. ‘…people who are in these states do not take in information efficiently or deal with it well…’ Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)

8. 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.

9. Recent evidence

10. Key findings • Primary schools who were piloting the new materials provided by the Primary National Strategy to promote social and emotional well-being, dealt effectively with issues of pupils’ mental health. (Healthy minds ) • Pupils do not necessarily know how to behave well. Some will not have had the opportunity to learn good behaviour at home; others may be learning it, but their skills need reinforcing. We see the development of pupil’s social, emotional and behavioural skills as integral to good learning and teaching. It is also integral to making classrooms orderly places for learning. This means teaching all pupils from the beginning of education to manage strong feelings, resolve conflict effectively and fairly, solve problems, work and play cooperatively, and be respectful, calm, optimistic and resilient. (Steer)

11. When might the SEAL curriculum materials be introduced? • Following audits or reflection on improving behaviour and attendance in school • As part of the school’s reflection and analysis within their response to Excellence and Enjoyment: learning and teaching in the primary years • As part of the work the school is carrying out within the National Healthy School Standard or in reviewing its PSHE and Citizenship curriculum

12. The ‘Waves’ model Quality first teaching of social, emotional and behavioural skills to all children  Effective whole-school or setting policies and frameworks for promoting emotional health and well-being Small-group intervention for children who need additional help in developing skills, and for their families Individualintervention

13. Social, emotional and behavioural skills: taught or caught? TAUGHT? Teaching social, emotional and behavioural skills to children makes a difference to their learning, behaviour and life outcomes. CAUGHT? Children need: • practice in real-life situations • a supportive organisational environment (where it is safe to try new things and take a risk) • an emotionally positive environment where social, emotional and behavioural skills are modelled and coached routinely and consistently

14. Generalising the learning / using real life as the context for learning To help children generalise to real-life situations, teachers might consider the following. • Draw attention to those children using the skills • All staff use the strategies (like calming down) for each real-life incident • Adults model skills and strategies, for example by thinking out loud • Display posters and visual reminders around the school • Display the whole-school focus for noticing and celebrating achievement • Encourage children to reflect on how well they have used their skills

15. What is SEAL?

16. Self-awareness Managing feelings motivation empathy Social skills Social, emotional and behavioural skills:five key aspects of learning

17. The materials • Getting started guide and Guidance booklet • Seven sets of booklets, each set around a ‘theme’: • Theme overview booklet, with an assembly • Colour-coded booklets giving ideas for learning opportunities Red set (Foundation Stage) Blue set (Years 1 and 2) Yellow set (Years 3 and 4) Green set (Years 5 and 6) Silver set (small-group activities) Purple set (staffroom activities) Gold set (family activities)

18. Themes • Theme 1 – New beginnings • Theme 2 – Getting on and falling out • Theme 3 – Say no to bullying (one or two weeks of learning opportunities across the curriculum) • Theme 4 – Going for goals! • Theme 5 – Good to be me • Theme 6 – Relationships • Theme 7 – Changes

19. Some pointers for implementation • Whole school level • Time for planning • Building in monitoring and evaluative processes • Supporting staff • Seeing the potential • Building on what is already going well

20. SCHOOL SELF REVIEW SEAL CURRICULUM RESOURCE

21. Developing SEAL in Devon • Since September 05 to July 06 - The pilot • Sept 06 to July 07 • Sept 07 onwards

22. Pilot Sept 05 – July 06 • 40 schools involved – geographic spread, different types, capacity to spread good practice. • Some aims: • To develop good practice in terms of support • To learn how SEAL materials can support Devon schools • To learn how SEAL materials are best implemented into Devon schools • To build upon already existing good practice

23. Sept 06 – July 07 What we are going to try to do: • To support the roll out of SEAL across all schools in Devon that wish to use SEAL. • To develop an understanding of SEAL across the whole of CYPS and partner agencies. • To look at how SEAL can be the basis for support for children who are vulnerable and experiencing difficulties in terms of emotional health and well being • To build upon practice in order to be able to use SEAL as a way of promoting whole school development

24. How will this be done? • Direct support for schools through networks of support. • Time and resources given to networks for planning and implementation to take place. • Professional Development opportunities. • Support for schools who my benefit from intensive opportunities for development • Projects around specific areas: multiagency work, work with parents, SEAL +, Development of leading schools.

25. Support? • From colleagues in Devon schools • Primary Behaviour Network (PBN) – BST & PRB staff • Healthy Schools team • Educational Psychology Service • Other services depending upon your locality • Website : www.devon.gov.uk/index/learning/supporting-children/devonseal.htm

29. The future…….

30. Networking • Sustainable model • Continuing to develop resources across the county/country • Use the experiences of the pilot schools • Develop school to school support to share expertise

31. Primary Behaviour Network Support • Primary Resource Base areas • Other areas via central Behaviour Support AT • Pulling in other agencies e.g. • Adult Community Learning • YOT(YISP/CASP) • CAMHS workers • Educational Psychologists

32. Example Support Menu • Set up/planning sessions with PSHE co-ord • Support to deliver ‘Purple’ activities • Development of monitoring and evaluation • Specific training for staff e.g. circle time, groupwork skills

33. Model 1 • Learning Community have pooled funds for one day a week release time for one year • Teacher is supported by member of Primary Behaviour Network team • Link person in school is PSHE Co-ord

34. Model 2 • PSHE co-ordinators meet as a discreet group in Learning Community • Central initial input to group from PBN/Patch EP • Clusters of 3 formed, dependant upon SEAL development level and action plans formed

35. Next Steps • Consider making contact with AT in your area • Discuss SEAL with SLT/Head once back in school • Use today to talk to as many people as possible • Ask questions – the pilot taught us a lot!