Transcript School self-evaluation: behaviour and attendance

Behaviour & Attendance
Strategy for Manchester
An Introduction to
Primary Social &
Emotional Aspects of
Learning
Objectives
• To provide an overview of the Behaviour &
Attendance Strategy for Manchester
• To develop a shared understanding of what
we mean by the social and emotional aspects
of learning and its links to improved outcomes
for children
• To provide opportunities to explore the SEAL
materials
Behaviour & Attendance Strategy for
Manchester
Children’s Services
The Behaviour & Attendance Strategy
for Manchester
A whole school approach to developing policy and practice
and Social and Emotional Aspects of Learning (SEAL)
Quality first
Teaching & Learning
Self Evaluation
Continuing Professional
Development
Monitoring &
Evaluation
Silver set Small group work
Behaviour &
Attendance initial review
& in-depth audits
Behaviour & Attendance
network meetings
Data, e.g. attainment
levels, attendance,
exclusions etc
Family SEAL
SEAL School
Sefl Evaluation
SEAL theme
workshops
Pupil Attitude to
Self and School
(PASS)
Massage in School's
Programme (MISP)
National Strategies SEAL
monitoring framework
School based & citywide
training for whole school
community
Institute of Education
questionnaires
National Programme
for Specialist Leaders
of Behaviour & Attendance
Goodman's Strengths &
Difficulties Questionnaires
(SDQs)
Extended hours provision
Peter Sharp's Emotional
Literacy Assessment
Behaviour & Attendance Strategy for
Manchester
Children’s Services
What are social, emotional and
behavioural skills?
The skills of making relationships with other
people, of understanding and managing
ourselves and our emotions, thoughts and
behaviours.
Also the understanding and responding to
the emotions and behaviour of others, in
ways that are in the best long term interest
of ourselves and others.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Social emotional and behavioural
skills: early bonding
Responding lovingly and appropriately to needs in early
childhood enables the basic impulses we are born with to
develop into an understanding of our emotions that help us to
deal with a variety of life situations in a balanced manner.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Developing
connections
between emotions
and thinking
We now know that the linkages from the emotion centre (amygdala) to the thinking part
of the brain (prefrontal cortex) are stronger than linkages the other way. As human
beings age they can, (but not always), learn better emotional control techniques, but for
children the prospect of being taken over by their emotions is a very real one especially
if connections between the amygdala and the thinking brain are less developed.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity:
What do we want children to learn?
• Fold a piece of paper in half
• On the left-hand side, write down any words that describe any
behaviours that you are concerned about in school – particularly
those that are a barrier to learning
• On the right-hand side, write down a word to describe an
opposite, alternative but positive behaviour – what you would
like the children to achieve
• Now fold the page so that you can only see the right-hand side
• Look at the words describing what you want children to achieve
• Feedback to main group
Behaviour & Attendance Strategy for
Manchester
Children’s Services
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
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Social and Emotional Aspects
of Learning
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Self-awareness
Managing feelings
Motivation
Empathy
Social skills
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Social and Emotional Aspects
of Learning
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Reasoning
Evaluation
Creativity
Enquiry
Problem solving
Information processing
Communication
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Self-awareness
Managing feelings
Motivation
Empathy
Social skills
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity:
Why are social and emotional aspects of learning
skills important?
In groups:
• Take each card in turn and read the statement to
other members of the group
• Discuss
• Place in category Agree or Disagree
• Select one or two cards that have provoked the most
discussion
• Feedback to main group
- select a different topic area if it has already been
discussed
Behaviour & Attendance Strategy for
Manchester
Children’s Services
What are the benefits?
• Greater educational and work success
– Emotional and social competences have been shown to be more influential
than cognitive abilities for personal, social and scholastic success, so they
need to be central to schools and learning to increase school effectiveness.
Working in this area can improve educational and life chances
(Goleman,1996)
• Improvements in behaviour
– A review of programmes designed to promote mental health in schools
which included behaviour problems concluded that the programmes which
had clear and positive effects on behaviour taught emotional and social
competences and focused on the whole-school environment, not just on
behaviour alone (Wells, 2001)
Behaviour & Attendance Strategy for
Manchester
Children’s Services
What are the benefits?
• Increased inclusion
– Teaching of social and emotional competences has itself been shown to
play an active part in making the inclusion of difficult children easier. For
example, two projects which taught ‘difficult’ pupils the kind of skills they
need to fit into classrooms more easily and control their own behaviour,
while helping their classmates both tolerate their behaviour more easily and
positively support their efforts to become part of the mainstream, were
shown to be very effective in helping the difficult pupils stay in the
classroom, and without detriment to the learning of other pupils
(Rogers, 1994; Epstein & Elias, 1996)
• Greater social inclusion, increase in social capital
– There is an increasing acceptance of emotion as an important part of
private and public life, so we all need to become more skilled in this area if
we are to be effective in our communities and workplaces (Antidote, 1998)
Behaviour & Attendance Strategy for
Manchester
Children’s Services
What are the benefits?
• Improvements to mental health
– Longitudinal studies are showing that children with emotional and
behavioural problems are prone to mental illness problems in later life, and
have increased likelihood of school exclusion, offending, antisocial
behaviour, marital breakdown, drug misuse, alcoholism and mental illness in
adolescence and adulthood. Conversely, those with high levels of
emotional and social competence do better in school, at work and in their
personal life. The development of emotional and social competence and
well-being can reduce mental health problems of young people and their
teachers, e.g. depression, anxiety, suicide, eating disorders, stress
• Improved learning
– Emotions are essential for rationality: we need them to think clearly,
prioritise and plan, so we need to help people manage their emotions to
learn more effectively. There is evidence that cognitive processes need
input from emotions to be effective (Weissberg &Elias, 1993)
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Improving learning outcomes
Level 4+
SEAL
Improvement
Ma
ISP
Improvement
En
National
Improvement
0.00% 0.50% 1.00% 1.50% 2.00% 2.50% 3.00% 3.50%
Behaviour & Attendance Strategy for
Manchester
Children’s Services
The ‘Waves’ Model
Additional
highly
personalised
interventions
Small group intervention
for children who need
additional help in
developing skills, and for
their families
Quality first teaching of social, emotional and
behavioural skills to all children; effective wholeschool policies and frameworks for promoting
emotional health and well-being
Behaviour & Attendance Strategy for
Manchester
Children’s Services
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.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Social, emotional and behavioural skills:
taught or caught?
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
Behaviour & Attendance Strategy for
Manchester
Children’s Services
The materials
1. Getting started guide and Guidance booklet
2. Seven sets of booklets, each set around a ‘theme’:
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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)
Further resources are being developed and will be added
Behaviour & Attendance Strategy for
Manchester
Children’s Services
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
Behaviour & Attendance Strategy for
Manchester
Children’s Services
How is it used?
 Theme for half term that involves the whole school
community
 Theme and materials introduced in staff meeting
 Initial assembly from theme overview
 Curriculum work at different levels
 Silver set groups take place to support pupils who would
benefit
 Gold set (homework activities) are sent home
 Family SEAL workshops take place
 Celebration assembly
 Follow up staff meeting review and sharing of
practice
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Questions
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Behaviour & Attendance Strategy for
Manchester
Children’s Services
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Behaviour & Attendance Strategy for
Manchester
Children’s Services