Cross Phase SEAL Network

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

9.00-9.15 COFFEE

9.15-9.20 INTRODUCTION JG

9.20-9.50 ANTI-BULLYING JC

9.50-10.00 SEAL SKILL JG

10.00-10.45 SEF and SEAL CW and KD

10.45-11.00 COFFEE

11.00- 11.45 PLANNING SEAL JG

11.45-11.55 SEAL SKILL ML

11.55-12.40 TRANSITION JC/ML/CW

12.40-1.30 LUNCH

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)

Introductions

Jason Goddard

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

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 board

SEAL 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.

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

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

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

Date Partnership Venue

25th February East Dorset and

ChristchurchThe Hub: Verwood

26th February West and North

DorsetKingston Mauward

5th March Purbeck and Chesil Kingston Mauward

4th June East Dorset and

ChristchurchThe Hub: Verwood

11th June West and North

DorsetKingston Mauward

18th June Purbeck and Chesil Kingston Mauward

2nd July

SEAL CONFERENCE: CROSS PHASE

Springfield

Yes – it is anti-bullying and not November!

Jayne Cottingham

Anti-bullying

• Survey completed last meeting – results

• SEAL SEF and anti bullying

• Updates including-

• SEAL guidance

• Healthy schools

Has policy been reviewed since it was first introduced?

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Yes No Annually

Identifi ed key issues as having an impact (pol icy/ action)

0

1

2

3

4

5

6

7

8

Racism Homophobia Disabi l i ty Sexual har assment Rel igious issues LAC Weight Cyber Bul lying

Is your school signed up to the charter?

0

2

4

6

8

Yes No Don't know

Are any of the following used regularly to reduce bullying?

0

2

4

6

8

10

12

14

16

Are any of the following used as a reactive strategy to reduce bullying?

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Peer

sup

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Cou

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Bully

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SSC

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Agen

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Which are in place for students to report bullying?

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Bully

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Peer

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Text

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Stud

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Scho

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Teac

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Who has received training in the last 12 months?

0

2

4

6

8

10

Teachingstaff

Supportstaff

Lunchtimestaff

Otherschool staff

Governors None

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

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.

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.

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.

Updates-

• Anti-bullying bulletin

• SEAL resources

• Healthy schools guidance (very good)!

• Staff and pupil safety

SEAL skill

Jason Goddard

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.

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

Level 2

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

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

School Evaluation Form (SEF) and SEAL

Clare Williams and Kate Duxbury

PLANNING SEAL

Jason Goddard

WHY SEAL? Because: Because:

‘‘Every teacher Every teacher knows that, to knows that, to learn successfully, learn successfully, young people must young people must feel happy and feel happy and secure within the secure within the school school environment.’environment.’

Hellaby, L. ‘Hellaby, L. ‘Walking the Talk…’Walking the Talk…’ (London, Fulton (London, Fulton 2004)2004)

Achievement and Emotions….

Because ‘Students who are anxious, angry or depressed can’t learn…’

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

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

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

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

How Do Our Learners Feel?

anxious

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

We are learning to understand how and why summin or nuffin happened to this Macbeth guy n his bitches

Look at the ‘what motivates you’ scenarios and identify internal and external motivators.

Plot on the ‘motivator quadrant’ where we are now and what we need to do to move to different quadrants.

Then get on with the coursework and no you can’t go to the IT room

26. I can identify barriers to achieving a goal and identify how I am going to overcome them

What I want you to LEARNHOW I want you to do it

What I want you to do

We are learning to understand how and why summin or nuffin happened to this Macbeth guy n his bitches

Look at the ‘what motivates you’ scenarios and identify internal and external motivators.

Plot on the ‘motivator quadrant’ where we are now and what we need to do to move to different quadrants.

Then get on with the coursework and no you can’t go to the IT room

26. I can identify barriers to achieving a goal and identify how I am going to overcome them

Be nice & teach less so they can learn more!!

Aims PLTS SEAL

Successful learnersReflective learnersIndependent enquirers

MotivationWorking towards goals

Confident individualsSuccessful learners

Reflective learnersCreative thinkers

MotivationPersistence, resilience and optimism

Confident individuals Self managers

Managing feelingsExpression of emotionsChanging uncomfortable feelings and increasing pleasant feelings

Confident individuals Self managersSelf awarenessUnderstanding my feelings

Confident individualsSuccessful learners

Reflective learnersSelf-managers

Self awarenessKnowing myself

Responsible citizens Team workersSocial skillsBuilding + maintaining relationshipsBelonging to groups

Confident individuals Effective participatorsSocial skillsSolving problems including interpersonal ones

Responsible citizens Team workersEmpathyUnderstanding the thoughts and feelings of others, Valuing and supporting others

What I want you to learn

What I want you to do

How I want you to do it

A&D, CI, D&T, En, Ge, Hi,

ICT, Ma, MFL, Mu, PE,

PSHE, RE, Sc

SEAL, PLTS

Functional Skills

LiL, L2L

The real reason we are in education is to have a significant impact on the whole development of the young person - isn’t it?

SEAL is concerned with the whole person and that includes you.

SEAL SKILL

MIRIAM LEIGH

Secondary afternoon

Kate, Jayne and Jason

FOLLOW UP FROM LAST NETWORK

PLANNING: SMALL GROUP WORK

PARENTS AND SEAL

Parents and SEAL

Kate Duxbury