Transcript Slide 1

Cross Phase SEAL Network
Agenda: please note that the afternoon session will
be divided into Primary and Secondary.
9.00-9.15
COFFEE
9.15-9.45
INTRODUCTION
CW/JG
9.45-10.00
GROUP ACTIVITY
KD
10.00-10.30
WHY SEAL?
ML
10.30-10.45
FAMILY SEAL
CW
10.45-11.15
COFFEE
11.15- 11.25
QUESTION AND
ANSWER
KD
11.25-12.20
SEF AND ACTION
CW AND JG
12.20-12.30
ANTI-BULLYING
JC
12.30-1.30
LUNCH
Session Aims
• Present the Dorset cross phase SEAL
approach
• 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
Introductions and where are we
in Dorset with SEAL?
Clare Williams and Jason Goddard
LA SEAL Action Plan Priorities
1. To implement and imbed SEAL within
Dorset Schools
•
•
•
•
•
•
•
•
75% + Primaries and 55% Secondaries
Cross phase networks
Cross phase best practice conference – 2nd July
2009
Primary and Secondary Lead schools
SEAL Self reviews in place and pupil
questionnaire as baseline
Implementation of Rainbow
Transitional links established Y4-5, Y6-7 and
Pre-school/EY
Family SEAL
2. To Embed SEAL within Children’s
services overall strategy for achieving
ECM
• Steering group established
• Training delivered to SIPs
• SEAL team link person to other services
eg. LAC, BSS etc
• Rainbow training to services and
Inspectors
3. To develop SEAL monitoring and
evaluation systems
• Implementation of Pupil Questionnaire
• Development of pupil questionnaire CD
ROM for schools to access their own
SEAL data
• Attendance and Attainment data compiled
and linked to SEAL Data
• Processing of Impact Survey Data
• Staff SEAL questionnaire
New Primary SEAL Schools for 2008-9
(See handout for full list of Primary SEAL Schools)
East Dorset and
Christchurch
North and west
Dorset
Chesil and
Purbeck
Burton Primary
Cerne Abbas
Corfe Castle
Christchurch Infant
Loders Primary
Swanage First
Hillside First
Sherborne Primary
Verwood First
Shillingstone Primary
Trinity First
Trent Young Endowed
William Barnes Primary
Sticklands Primary
SEAL Schools for 2008-9
Partnership
Leading School
Christchurch
The Grange
East Dorset
Ferndown Upper
Emmanuel
West Dorset
Woodroofe
North Dorset
Gryphon
Gillingham
Sturminster
Newton
Yewstock
Sherborne
Chesil
Wey Valley
All Saints
Budmouth
Royal Manor
Westfield
Chesil
Purbeck
Sandford
Wareham
Dorchester
New School
Special
school
Learning zone
(Leading
centres)
Christchurch
Allenbourne
Cranborne
Wimborne
Bridport
St Mary’s
Dorchester Middle
Dorchester
Date
Partnership
Venue
2nd October
East Dorset and Christchurch
The Hub: Verwood
15th October
Purbeck and Chesil
Kingston Mauward
16th October
West and North Dorset
Kingston Mauward
25th February
East Dorset and Christchurch
The Hub: Verwood
26th February
West and North Dorset
Kingston Mauward
5th March
Purbeck and Chesil
Kingston Mauward
4th June
East Dorset and Christchurch
The Hub: Verwood
11th June
West and North Dorset
Kingston Mauward
18th June
Purbeck and Chesil
Kingston Mauward
2nd July
SEAL CONFERENCE:
CROSS PHASE
Springfield
Self image
Managing Feelings
Managing Behaviour
Independence
Resilience
Friendships
Attitudes to Teachers and School
Insanity
Doing the same thing
the same way
and expecting a different
result.
Insanity
Doing the same thing
the same way
and expecting a different
result.
Why SEAL?
Miriam Leigh
Why SEAL?
Miriam Leigh
Activity
What are the links to learning?
In pairs/threes
 Look at the statements which describe
different behaviours
 Place them on the Venn diagram in the
area you think fits the description best
Activity
Do these skills impact on learning?
 Look at the descriptions again
 Put them in rank order of the skills
needed to access the learning
opportunities available within a
classroom and school
 Consider how are these skills developed
and taught
How does SEAL support learning?
 People do not think clearly under stress
 People only pay attention to
information which is meaningful
emotionally. Learning needs to be
personally compelling, deeply felt
and vividly real
 People need emotions to think clearly,
prioritise and plan and to attach value
to different outcomes. Rationality and
emotion cannot be separated!
An emotionally healthy child or
young person can …
• Develop psychologically, emotionally, intellectually and
spiritually
• Initiate, develop and sustain mutually satisfying personal
relationships
• Use and enjoy solitude
• Become aware of others and to empathise with them
• Play and learn
• Develop a sense of right and wrong
• Face problems and setbacks and learn from them, in
ways appropriate for the child’s age.
‘Bright Futures’ (Mental Health Foundation 1999)
Outcomes for children and
young people - ECM
Be Healthy
Enjoying good physical
and
mental health
and
living a healthy lifestyle
Stay Safe
Being protected from harm
and
neglect
and growing up able to
look after themselves
Achieve economic
Well-being
Engage in further education
or employment
and live in decent homes
and communities
Making a positive
Contribution
To the community
Enjoy and achieve
and to society
Getting the most out of life
and
and
not engaging in anti-social
developing broad skills
or offending behaviour
for adulthood
Family SEAL
Clare Williams
Family SEAL
•
Making explicit links between the support parents
provide their children when they are developing social
and emotional skills
• Principles:
• Collaboration
• Sharing ideas
• Recognition
• Respect
• Understanding children need certain skills to make
the most of social opportunities for learning
Family SEAL – The Resource
• The introductory workshop
• The 7 workshops – Guidelines and
activities
• Power point supporting presentations
• Activities and resources
FROME VALLEY
PARENT OPEN AFTERNOON
Primary Family SEAL schools
Pilot schools
Autumn 2007
Beechcroft St Pauls
Brackenbury
St. Mary’s
Charminster
Frome Valley
St. Mary’s Bridport
Hayeswood
Autumn 2008
Broadmayne
Piddle Valley
Manor park
Lady St Mary First
Stalbridge Primary
Symondsbury
Puddletown
St. Mary the Virgin
Bridport Primary
Parrett and Axe
Hazelbury Bryan
Somerford primary
Southwell
St. Mary Charminster
Question and Answer
Kate Duxbury
School Evaluation Form (SEF)
and SEAL
Clare Williams and Jason Goddard
Primary SEAL Self Review
Nine Categories recorded under focussing,
developing, establishing, enhancing :
•
•
•
•
•
•
•
Leadership and Management
Curriculum Planning and Resourcing
Learning and teaching
School culture and environment
Pupil Voice
Provision of pupil support services
Staff professional development , health and
welfare
• Partnership with parents/carers and community
• Assessing, recording and reporting achievement
Primary SEAL self review grid 2008
20
18
Number of Schools
16
14
Tranche 1
12
Tranche 2
10
Tranche 3
8
Tranche 4
6
4
2
0
0-9 overall score
10-18 overall score
19-27 overall score
28-36 overall score
Focusing
Developing
Establishing
Enhancing
Stage of Implementation
SEAL self review returns from schools
60
Number of schools
50
40
Schools returned
30
Total no. schools
20
10
0
Tranche 1
Tranche 2
Tranche 3
Tranche 4
Questions
Working within your groups:
1. What evidence are you using to
demonstrate SEAL across your school?
2. How can collaborative work across
phases develop this evidence?
3. What is your next action as an individual
school?
Anti- Bullying
Jayne Cottingham
Anti-Bullying Week
• This is the 17th November to 23rd
• Theme- Diversity and Difference
• Conference on the 6th November at the
Springfield
The Law
• The law requires that teachers• All staff must apply the schools rewards
and sanctions lawfully.
• Promote as far as possible that pupils are
free from bullying and harassment.
Dorset’s vision for schools• All schools sign and display the charter
• All schools are trained in restorative
practise
• All schools have a form of peer/ mentoring
scheme
• All schools have an up to date policy on
bullying
• All schools have the healthy schools
Secondary afternoon
Kate, Jayne and Jason
Be nice & teach less so
they can learn more!!
Three key questions
Introductory
theme
Year 7 only
Theme 1
Social Skills and
empathy
Theme 2
Motivation and selfawareness
1
What
are we trying
to achieve?
2
How
do we
organise
learning?
STEP 1
Exploration and
development of
understanding for each
theme
STEP 2
Identification of learning and teaching approach and
subject area
STEP 3
Development of learning opportunities
3
How well
are we
achieving
our aims?
STEP 4
Trying out the learning opportunities – review and
reflection
Learning outcomes for pupils and
enhanced understanding for staff.
Theme 3
Self-awareness
and managing
feelings
Three key questions
Introductory
theme
Year 7 only
Theme 1
Social Skills and
empathy
Theme 2
Motivation and selfawareness
1
What
are we trying
to achieve?
2
How
do we
organise
learning?
STEP 1
Exploration and
development of
understanding for each
theme
STEP 2
Identification of learning and teaching approach and
subject area
STEP 3
Development of learning opportunities
3
How well
are we
achieving
our aims?
STEP 4
Trying out the learning opportunities – review and
reflection
Learning outcomes for pupils and
enhanced understanding for staff.
Theme 3
Self-awareness
and managing
feelings
INTERNAL
Context
Psychological
Physiological/Physical
EXTERNAL
Context
School-based
structures
Societal expectations
Families and
communities
Three key questions
Introductory
theme
Year 7 only
Theme 1
Social Skills and
empathy
Theme 2
Motivation and selfawareness
1
What
are we trying
to achieve?
2
How
do we
organise
learning?
STEP 1
Exploration and
development of
understanding for each
theme
STEP 2
Identification of learning and teaching approach and
subject area
STEP 3
Development of learning opportunities
3
How well
are we
achieving
our aims?
STEP 4
Trying out the learning opportunities – review and
reflection
Learning outcomes for pupils and
enhanced understanding for staff.
Theme 3
Self-awareness
and managing
feelings
Three key questions
Introductory
theme
Year 7 only
Theme 1
Social Skills and
empathy
Theme 2
Motivation and selfawareness
1
What
are we trying
to achieve?
2
How
do we
organise
learning?
STEP 1
Exploration and
development of
understanding for each
theme
STEP 2
Identification of learning and teaching approach and
subject area
STEP 3
Development of learning opportunities
3
How well
are we
achieving
our aims?
STEP 4
Trying out the learning opportunities – review and
reflection
Learning outcomes for pupils and
enhanced understanding for staff.
Theme 3
Self-awareness
and managing
feelings
Three key questions
Introductory
theme
Year 7 only
Theme 1
Social Skills and
empathy
Theme 2
Motivation and selfawareness
1
What
are we trying
to achieve?
2
How
do we
organise
learning?
STEP 1
Exploration and
development of
understanding for each
theme
STEP 2
Identification of learning and teaching approach and
subject area
STEP 3
Development of learning opportunities
3
How well
are we
achieving
our aims?
STEP 4
Trying out the learning opportunities – review and
reflection
Learning outcomes for pupils and
enhanced understanding for staff.
Theme 3
Self-awareness
and managing
feelings
Aims
PLTS
SEAL
Successful learners
Reflective learners
Independent enquirers
Motivation
Working towards goals
Confident individuals
Successful learners
Reflective learners
Creative thinkers
Motivation
Persistence, resilience and optimism
Confident individuals
Self managers
Managing feelings
Expression of emotions
Changing uncomfortable feelings and
increasing pleasant feelings
Confident individuals
Self managers
Self awareness
Understanding my feelings
Confident individuals
Successful learners
Reflective learners
Self-managers
Self awareness
Knowing myself
Responsible citizens
Team workers
Social skills
Building + maintaining relationships
Belonging to groups
Confident individuals
Effective participators
Social skills
Solving problems including interpersonal ones
Team workers
Empathy
Understanding the thoughts and feelings of
others, Valuing and supporting others
Responsible citizens
How I want you to do it
What I want you to learn
A&D, CI, D&T,
En, Ge, Hi,
ICT, Ma, MFL,
Mu, PE,
PSHE, RE, Sc
SEAL, PLTS
Functional Skills
LiL, L2L
What I want you to do
How I want you to do it
What I want you to learn
A&D, CI, D&T,
En, Ge, Hi,
ICT, Ma, MFL,
Mu, PE,
PSHE, RE, Sc
SEAL, PLTS
Functional Skills
LiL, L2L
What I want you to do
Learning outcomes for SEAL
Statements of attainment
PLTS 6 skill areas
Assessing Pupil Progress
Parents and SEAL
Kate Duxbury