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Lunch. Behaviour and Attendance Strategy for Manchester. Secondary Social and Emotional Aspects of Learning (SEAL) . Network meeting 2 Wednesday 16 January 2008. Aims of the day. To consider how stressful situations can impact on the behaviour of adults

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Behaviour and Attendance Strategy for Manchester

Secondary Social and Emotional Aspects of Learning (SEAL)

Network meeting 2Wednesday 16 January 2008

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Aims of the day

  • To consider how stressful situations can impact on the behaviour of adults

  • To begin to understand the effects of stress on the body and the brain

  • To identify how an emotionally healthy workplace supports the raising of standards

  • To explore key elements in a healthy workplace

  • To share examples of good practice

  • To explore alternative methodologies for staff development opportunities

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Activity 2: Expectations and anxieties

  • Turn to a neighbour and discuss your expectations and any anxieties about the afternoon

  • Record one of each (if applicable) on a post it and be prepared to feedback

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Ground rules

  • Look at the ground rules displayed

    • Are we happy with them?

    • Anything to add?

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Activity 3: Feelings, thoughts and behaviour

In pairs, think of a time at work when you have felt under pressure. Consider the following questions:

  • What was the situation?

  • What were your feelings and thoughts?

  • What action did you take?

    Be prepared to feedback

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Stress – A definition

Stress is a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilise.

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Pre-frontal cortex




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3 stages – GAS Model

  • Alarm response

  • Stage of resistance

  • Stage of Exhaustion

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Stress in the workplace

  • Teachers have on average 10 days a year off sick

  • Out of every 100 training teachers, 40 drop out, 15 move into another branch of education and 10 leave after 3 years

  • One third remain teachers

  • Recruitment and retention of teaching staff in Manchester is a key issue

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Stress in the workplace

  • Stress is not seen as a sign of weakness, but as something for everyone to manage

  • Employees are in the right jobs – supported by clear roles, objectives and training

  • Communication - both formal and informal is effective and clear

  • Employees are involved in decision-making and have control over work

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Stress in the workplace - bullying

Bullying is a key element in stress related workplace illness and costs employers many millions of lost days a year. Stress related illness and absence levels in education are substantially above the national average.

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Bullying in the workplace

  • Bullying lowers confidence and self esteem. It also makes staff worry about going to work and impacts on performance

  • Some institutions struggle to acknowledge that bullying is a problem. But, some take practical steps with bullying being treated as a health and safety hazard that must be identified, evaluation, recorded and prevented like other hazards

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  • Stress is more likely to be controlled if;

  • The individual is supported by strong social bonds

  • Close family

  • Strong friendships

  • Supportive colleagues

  • Supportive work systems which allow the individual some control over their working lives

  • Good emotional immunity comes from being safely held either physically or verbally and being helped to recover from stress

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The importance of promoting a healthy workplace

  • Better motivated staff leads to improved standards

  • Good management reduces staff absence/sickness and attracts good quality staff

  • Staff feel valued and respected in a positive school environment

  • Confident and competent staff act as positive role models

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Activity 4: The Dream School

Cast your mind back to the previous network meeting where we discussed the dream SEAL school. Focus on one strand…

The emotional health and well-being of staff

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Think in terms of…

- Organisation

- Environment

- Training and development

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A healthy workplace: organisation

  • Effective PPA time

  • Shared resources/planning

  • Problem solving groups

  • Distributed leadership and opportunities for decision- making

  • Marking policy

  • Short meetings

  • Payment for attending extra meetings

  • Timetable changes

  • Flexibility and support in terms of working hours, child care and job sharing

  • Support for employees in terms of counselling, advice and ways of dealing with conflict

  • Staff health and well-being audit

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A healthy workplace: environment

  • Calm space

  • Regular temperature and ventilation

  • High quality and safe working environment

  • Good staff room

  • Rest area separate from work area

  • Access to healthy food and drinks

  • Areas to exercise and relax

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A healthy workplace: training and development

  • Training on emotional health and well-being

  • Social and emotional skill training

  • Coaching staff

  • Support for NQT’s, RQT’s as well as ongoing support for all staff

  • Behaviour for learning policy

  • Massage and relaxation sessions

  • Healthy lifestyle information

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Activity 5: Using rating scales

On a scale of 1 to 10 where 10 is high and 1 the opposite

  • Where is your school as a healthy workplace now?

  • What are the factors that make it x?

  • What can you do to move your school from a x to a y up the scale?

    ….. be prepared to share this action with the rest of the group

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Case study from a BIP cluster

‘Improving behaviours for learning through promoting the emotional health and well-being of staff.’

Michael Cowieson, Lead Behaviour Professional at Ashbury Meadow


Jane Parker, Deputy and SENCo at St Clement’s

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Activity 5: Sharing effective practice and identifying solutions to barriers

What does your school currently do to support the emotional health and well-being of its staff?

What do you and your colleagues do to support the emotional health and well-being of each other?

What worked well?

What would’ve been even better?

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Activity 6: Your emotional health and well-being solutions to barriers

How do you keep your wells ‘topped up’?






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Tools for recognising emotional health and well-being structures in your school?

  • Social readjustment measure

  • Healthy schools emotional health and well-being audit

  • BIP audit tool

  • Physiological stress audit

What’s useful?

How does it need adapting?

What will you do as a consequence of completing any tool?

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Next steps… structures in your school?

  • How is emotional health and well-being incorporated into your Secondary SEAL action plan?

  • As part of network meeting 3 there will be opportunities to reflect on progress to date

  • Planning for network 4 – the celebration!

  • Setting dates for meetings in school with LA team

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Dates for your diaries structures in your school?

  • PSHE Curriculum planning day

    Friday 18 January, 9.00 – 3.30 pm @ The Zion Centre

  • Behaviour and Attendance Network meeting

    Tuesday 26 February, 10.30 – 3.30 pm @ Chancellors

  • Senior Lunchtime Organiser Conference

    Thursday 28 February, 10.30 – 2.00 pm @ Friend’s Meeting House

  • SSEAL Network meeting 3

    Thursday 24 April, 9.00 – 1.00 pm @ Gorton Monastery

    (Focus – To be agreed)

  • SSEAL Network meeting 4

    Wednesday 24 June (provisional date), 9.30 – 4.00 pm @ Gorton Monastery. Focus – Celebration

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Resources and websites structures in your school?




  • Teacher Support Network (Tel: 0207 554 5200)

  • Teacher Support Line (Tel: 08000 056 2561)

  • National Healthy Schools Status –

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Local resources structures in your school?

  • Frank Wolstenholme – MCC Corporate Services Tel: 0161 234 1837

  • Manchester Education Partnership – Behaviour and Attendance Programme Tel: 0161 223 3158

  • Manchester Healthy School Partnership Tel: 0161 882 2312 - staff healthy and well-being section has an audit and case studies

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Websites structures in your school?

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Questions structures in your school?






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Please complete an structures in your school?

evaluation sheet