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
9.15-9.20
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 welldesigned 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
emotional
health and well being…
Date
Partnership
Venue
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
Yes – it is anti-bullying and not
November!
Jayne Cottingham
Anti-bullying
•
•
•
•
•
Survey completed last meeting – results
SEAL SEF and anti bullying
Updates includingSEAL guidance
Healthy schools
Has policy been reviewed since it was first introduced?
14
12
10
8
6
4
2
0
Yes
No
Annually
Identi f i ed key i ssues as havi ng an i mpact (pol i cy/ acti on)
8
7
6
5
4
3
2
1
0
Raci sm
Homophobi a
Di sabi l i ty
Sexual har assment
Rel i gi ous i ssues
LAC
Wei ght
Cyber Bul l yi ng
Is your school signed up to the charter?
8
6
4
2
0
Yes
No
Don't know
16
14
12
10
8
6
4
2
0
Other
Agencies
SSCT
Bully courts
RJ
Counselling
Peer support
Mediation
Circle time
Assertiveness
training
Playground
training
Behaviour
strategies
Lessons
Are any of the following used as a reactive strategy to reduce
bullying?
10
8
6
4
2
0
Other
Teacher/TA
School
nurse/Adult
counsellor
Tutor time
Student
questionnaires
Text system
Peer/Buddies
Bully box etc.
School council
Which are in place for students to report bullying?
Who has received training in the last 12 months?
10
8
6
4
2
0
Teaching
staff
Support
staff
Lunchtime
Other
Governors
staff
school staff
None
SEAL SEF –Section 4
Personal 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 4
Personal 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 4
Personal 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 4
Personal 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:
‘Every teacher
knows that, to
learn successfully,
young people must
feel happy and
secure within the
school
environment.’
Hellaby, L. ‘Walking the Talk…’ (London, Fulton
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
26. I can identify barriers
to
achieving
goal
HOW
I want a
you
to and
do it
identify how I am going to
overcome them
We are learning to understand
how and why summin or
What
want you
nuffin Ihappened
to to
thisLEARN
Macbeth guy n his bitches
Look at the ‘what motivates you’
scenarios and identify internal
and external motivators.
Plot on the ‘motivator quadrant’
where
are now
and
Whatwe
I want
you
towhat
do 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
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
Be nice & teach less so
they can learn more!!
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
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