Developing the Social and Emotional Aspects of Learning (SEAL) in Devon Schools Developing SEAL in...
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Transcript of Developing the Social and Emotional Aspects of Learning (SEAL) in Devon Schools Developing SEAL in...
Developing the Social and Emotional Aspects of Developing the Social and Emotional Aspects of Learning (SEAL) in Devon SchoolsLearning (SEAL) in Devon Schools
Developing SEAL in your SchoolDeveloping SEAL in your School
July 2006July 2006
Agenda
Coffee and registration
10.00 Welcome Anne Whitely (Director CYPS)
10.15 Introduction to SEAL10.45 Workshop session 111.35 Coffee12.10 Network Planning
12.50 Lunch
1.40 Workshop Session 22.35 Workshop Session 33.25 What next?3.40 Close
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
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
Social, emotional and behavioural skills curriculum materials
‘‘As every teacher As every teacher knows, in order to knows, in order to learn successfully, learn successfully, children must feel children must feel happy and secure happy and secure within the school within the school environment.’environment.’
Hellaby, L. ‘Hellaby, L. ‘Walking the Talk…’Walking the Talk…’ (London, Fulton 2004) (London, Fulton 2004)
Achievement and emotions
‘Students who are anxious, angry or depressed don’t learn…’
‘…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)
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.
Recent evidence
Healthy minds - Primary and Secondary- Promoting emotional health and well-being in
schools July 2005 HMI 2457
Steer Report - Learning Behaviour- The Report of The Practitioners’ Group on School
Behaviour and Discipline 2005
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)
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
The ‘Waves’ modelQuality 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
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
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
What is SEAL?
Social, emotional and behavioural skills:five key aspects of learning
Self-awareness
Managing feelings
motivation
empathy
Social skills
The materials1. Getting started guide and Guidance booklet2. Seven sets of booklets, each set around a ‘theme’:
• Theme overview booklet, with an assembly• Colour-coded booklets giving ideas for learning
opportunitiesRed 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)
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
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
SCHOOL SELF REVIEW SEAL CURRICULUM RESOURCE
FOCUSING DEVELOPING ESTABLISHING ENHANCING
Leadership, management and managing changePolicy developmentPossible indicators:SEAL and emotional well-being vocabulary is evident in conversations and meeting notesBehaviour policy reflects SEAL and emotional health and well-being
Appropriate targets for implementation of the SEAL curriculum resource are set in the school improvement plan.Coordinator(s) with responsibility for the organisation and development of SEAL (including the curriculum resource) within the school have been agreed.
Existing policies are reviewed in consultation with the whole-school community and a framework for implementation is established to ensure a stronger focus throughout the school on the social, emotional aspects of learning. The school leadership team are committed to promoting SEAL and have good knowledge of the approach and are familiar with the content of the curriculum resource.
Appropriate targets are included in the school improvement plan to ensure that SEAL (including the curriculum resource) is integrated throughout all aspects of school life. Responsibility for implementing SEAL has been embedded within management and pay structures, job descriptions and included in induction arrangements.
There is active governing body involvement in the on-going development and reviewing of SEAL.Performance management meetings include a focused discussion about SEAL across the breadth of responsibilities, in relation to the school improvement plan.When other relevant school policy is reviewed account is taken of SEAL.
Curriculum planning and resourcingPossible IndicatorsObjectives and learning outcomes and learning opportunities are included in planning. Resources are available to enhance SEAL curriculum resource.
The curriculum resource has been distributed to all teachers and they have become familiar with them.Appropriate time has been allocated within staff meetings to support the teaching of each theme.
Time has been allocated to the class based elements of the SEAL curriculum resource.
Short and medium term planning have been completed for whole school delivery of SEAL, including reflection to ensure there is progression in learning.
Monitoring is in place to ensure that plans for delivery are being implemented to a high quality.
Developing SEAL in Devon
• Since September 05 to July 06 - The pilot
• Sept 06 to July 07
• Sept 07 onwards
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
Sept 06 – July 07What we are going to try to do:1. To support the roll out of SEAL across all
schools in Devon that wish to use SEAL.2. To develop an understanding of SEAL across
the whole of CYPS and partner agencies.3. 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
4. To build upon practice in order to be able to use SEAL as a way of promoting whole school development
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.
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
The future…….
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
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
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
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
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
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!