Transcript Timeline - Devon County Council

Developing the Social and Emotional Aspects of
Learning (SEAL) in Devon Schools
Developing SEAL in your School
July 2006
Agenda
Coffee and registration
10.00
10.15
10.45
11.35
12.10
Welcome
Anne Whitely (Director CYPS)
Introduction to SEAL
Workshop session 1
Coffee
Network Planning
12.50
Lunch
1.40
2.35
3.25
3.40
Workshop Session 2
Workshop Session 3
What next?
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
knows, in order to
learn successfully,
children must feel
happy and secure
within the school
environment.’
Hellaby, L. ‘Walking the Talk…’ (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’ 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
Individual
intervention
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 reallife 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 materials
1. Getting started guide and Guidance booklet
2. 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)
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 change
Policy development
Possible
indicators:
SEAL and emotional
well-being
vocabulary is evident
in conversations and
meeting notes
Behaviour 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 wholeschool 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
resourcing
Possible Indicators
Objectives 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 07
What 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 coord
• 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!