Implementing Social, Emotional aspects of Learning (SEAL)

1. Implementing Social, Emotional aspects of Learning (SEAL) Helping pupils develop the skills to manage the wider world

2. Outcomes for the day • Thorough understanding of the SEBS/SEAL initiative • Motivation and enthusiasm to promote whole school ethos • Practical advice on teaching SEAL through the curriculum • Well proven teaching strategies to promote the 5 domains of SEAL

3. Self-awareness: Knowing and valuing oneself and understanding feelings Managing Feelings: People who are good at managing emotions don’t have any less powerful emotions, but they do routinely take responsibility for their feelings and commit to action in trying to handle overwhelming feelings more effectively. Motivation:Developing persistence, resilience and optimism. Strategies to achieve goals Empathy: Showing fellow feeling or empathy is the basis of all interpersonal skills. An ability to read and tune in to other people’s feelings is a core skill in letting people feel acknowledged and valued. Social Skills: This skill incorporates all of the above, but more besides. In recognising that conflict is a part of everyday life, it also covers our ability to manage that conflict in an emotionally literate way.Building, maintaining and improving relationships SEAL – The 5 domains

4. www.bandapilot.org.uk

5. SESSION 1 An overview of SEAL, opportunity to share good practice

6. Practical Inspiration for SEAL • Primary SEAL (evaluated programmes) • Long term work in LA’s on SEL e.g. Cumbria, Southampton, Bristol, Birmingham • Successful whole school approaches (Healthy Schools, Anti-bullying, Behaviour and Attendance, Diversity • Successful SEL work elsewhere e.g. Norway (bullying) Australia (resilient schools) US (conflict resolution, problem solving, emotional control, optimism)

7. Background of SEAL • Primary SEAL launch • 54 Secondary schools chosen as pilot schools • 11 of the pilot schools visited for 5 terms (Ofsted) • HMI tracked specific classes in Yr 7 or 8 • Ofsted inspected quality of training offered to staff and assessed impact in the classroom • “Developing Social, Emotional and Behavioural Skills in Sec. Schools” report published July 2007 • Secondary SEAL launched September 2007

8. For young children Responsibility of the home SEN/those with problems Trouble shooting Bolt on extra/low status activity Everyone, including adults Everywhere, school, home, workplace Positives, wellness, growth, strength Central to educational goals-learning and behaviour Changing the view of Social and Emotional Education

9. What it’s “Not!” • Contrary to being portrayed by some as teaching manners, a “touchy-feely approach.” SEAL, from the outset, was concerned with improving teaching and classroom organisation. • Not simply concerned with managing behaviour

10. What it is!” (To help teachers develop pupils’ skills in 5 areas) • Self awareness • The management of feelings • Motivation (developing persistence, resilience and optimism) • Empathy • Social Skills (building, maintaining and improving relationships with others

11. SESSION 2 SEAL as a whole school ethos, involving all stakeholders.

12. Getting Started (key findings from Ofsted) • Schools found it difficult conceptualise what “doing SEAL” would consist of • Resistance from staff • Senior staff’s understanding was pivotal • Pupils’ starting points were difficult to define • Whole school straight away or start small and expand?

13. Activity: Which adjectives or phrases describe your scenario? • Group 1: The emotionally literate school (Dream) • Group 2: The emotionally illiterate school (Nightmare) • Group 3: The emotionally literate staff-room (Dream) • Group 4: The emotionally illiterate staff-room (Nightmare) • Group 5: The emotionally literate staff-meeting (Dream) • Group 6: The emotionally illiterate staff-meeting (Nightmare)

14. Implications • Senior Leadership Team need to understand SEAL-concepts and practicalities- before introducing it to staff • Be realistic about likely reaction of staff (link to impact on learning and achievement) • What do you already know about students? • How good are the skills of your staff? • Whole school capacity? • What are you aiming for? (SEF, SDP)

15. Whole School Approach • Management and Leadership policies • School Climate and Ethos • Physical Environment • Curriculum • Teaching and Learning styles • Pupil support and involvement • Community, parents and outside agencies

16. The importance of Leadership • “The quality of leadership determined success or failure” (Ofsted 2007) • Senior leaders committed and driving the initiative forwards • Active promotion of SEAL throughout • If the person leading the programme lacked seniority, the initiative failed • Emphasis on SEAL priorities, not as a “bolt on” to PSHE and tutor time

17. Clarity-Clear,explicit and positive • Even if starting small, be clear how SEAL will become a whole school programme/approach • School audit: What does the school do already to promote SEAL? How do you know? • Key priorities for development • Keep all stakeholders informed • Managing change

18. Challenges: Size (impersonal) Subject rather than child focus Problem behaviour Exam orientation Assets Size (Diversity) Opportunities offered by subjects Greater range of staff skills/strengths Links to world of work Student involvement Build positively on the characteristics of the school

19. Key points from pilot schools • Plan • Start small • Long term view • Developmental approach • Strong leadership at a range of levels • Consistency, coherent and co ordinated • Non prescriptive, diversity of approach • Integrate with existing practice

20. SESSION 3 Benchmarking, monitoring and Evaluation

21. Targets, monitoring and evaluation • Parents and carers monitor physical growth and development in young children • School and teacher based curriculum assessments of skills at each Key Stage • Systematic nurturing and development of SEBS at school/home?

22. Emotionally Literate? • Take responsibility for yourself • Have a target or goal • Plan and prioritise (discipline and willpower) • Work together to achieve more • Believe in yourself • Be persistent and resilient • Listen to and learn from others • Be optimistic • Maintain your body and mind • Have the courage to make changes

23. Cont….. • School audit • Pupil voice • Behaviour tracking • Consultation with all stakeholders • Communication with all stakeholders • Statistical information (SEF etc) • Whole school, group, individual

24. Monitoring and Evaluating • Collect data at the outset for comparison • Use data to improve the process, not to label individuals • Allow sufficient time • Keep it as simple as possible • Use/integrate with existing systems

25. Published and recommended resources • SEAL school audit • PIVATS • PASS • NFER emotional literacy • Framework for intervention (environmental analysis) • SLEUTH • Others suggested by course members

26. SESSION 4 Delivering SEAL through the Curriculum

27. SEAL and the Curriculum (Strategic Aims) • Raise awareness of all staff as to the importance of acquiring skills themselves, ensuring that SEAL becomes an integral part of their work with pupils • Not a bolt on, but to be used in development with existing practice • Job descriptions, policies, multi agency work, communication and pastoral support • Improve resources

28. SEAL and the curriculum • Ensure SEAL is on the agenda of all meetings and present in all every lesson plans • Daily routines • Consistency and structure • Positive role modelling by all staff • Restorative justice and conflict resolution approaches taught as part of the curriculum • Understanding responsibility • Clear structure of reward and sanction • Identity and sense of belonging • Setting of achievable goals