Implementing Social, Emotional aspects of Learning

(SEAL)

Helping pupils develop the skills to manage the wider world

Outcomes for the day

• Thorough understanding of the SEBS/SEAL initiative

• Motivation and enthusiasm to promote whole school ethos

• Practical advice on teaching SEAL through the curriculum

• Well proven teaching strategies to promote the 5 domains of SEAL

SEAL – The 5 domains• Self-awareness: Knowing

and valuing oneself and understanding feelings

• Managing Feelings: People who are good at managing emotions don’t have any less powerful emotions, but they do routinely take responsibility for their feelings and commit to action in trying to handle overwhelming feelings more effectively.

• Motivation:Developing persistence, resilience and optimism. Strategies to achieve goals

• Empathy: Showing fellow feeling or empathy is the basis of all interpersonal skills. An ability to read and tune in to other people’s feelings is a core skill in letting people feel acknowledged and valued.

• Social Skills: This skill incorporates all of the above, but more besides. In recognising that conflict is a part of everyday life, it also covers our ability to manage that conflict in an emotionally literate way.Building, maintaining and improving relationships

www.bandapilot.org.uk

SESSION 1

An overview of SEAL, opportunity to share good practice

Practical Inspiration for SEAL

• Primary SEAL (evaluated programmes)• Long term work in LA’s on SEL e.g. Cumbria,

Southampton, Bristol, Birmingham• Successful whole school approaches

(Healthy Schools, Anti-bullying, Behaviour and Attendance, Diversity

• Successful SEL work elsewhere e.g. Norway (bullying) Australia (resilient schools) US (conflict resolution, problem solving, emotional control, optimism)

Background of SEAL• Primary SEAL launch• 54 Secondary schools chosen as pilot schools• 11 of the pilot schools visited for 5 terms (Ofsted)• HMI tracked specific classes in Yr 7 or 8• Ofsted inspected quality of training offered to staff

and assessed impact in the classroom• “Developing Social, Emotional and Behavioural

Skills in Sec. Schools” report published July 2007• Secondary SEAL launched September 2007

Changing the view of Social and Emotional Education

• For young children• Responsibility of the

home• SEN/those with

problems• Trouble shooting• Bolt on extra/low

status activity

• Everyone, including adults

• Everywhere, school, home, workplace

• Positives, wellness, growth, strength

• Central to educational goals-learning and behaviour

What it’s “Not!”

• Contrary to being portrayed by some as teaching manners, a “touchy-feely approach.” SEAL, from the outset, was concerned with improving teaching and classroom organisation.

• Not simply concerned with managing behaviour

What it is!” (To help teachers develop pupils’ skills in 5

areas)• Self awareness

• The management of feelings

• Motivation (developing persistence, resilience and optimism)

• Empathy

• Social Skills (building, maintaining and improving relationships with others

SESSION 2

SEAL as a whole school ethos, involving all stakeholders.

Getting Started (key findings from Ofsted)

• Schools found it difficult conceptualise what “doing SEAL” would consist of

• Resistance from staff• Senior staff’s understanding was pivotal• Pupils’ starting points were difficult to

define• Whole school straight away or start

small and expand?

Activity: Which adjectives or phrases describe your scenario?

• Group 1: The emotionally literate school (Dream)

• Group 2: The emotionally illiterate school (Nightmare)

• Group 3: The emotionally literate staff-room (Dream)

• Group 4: The emotionally illiterate staff-room (Nightmare)

• Group 5: The emotionally literate staff-meeting (Dream)

• Group 6: The emotionally illiterate staff-meeting (Nightmare)

Implications

• Senior Leadership Team need to understand SEAL-concepts and practicalities- before introducing it to staff

• Be realistic about likely reaction of staff (link to impact on learning and achievement)

• What do you already know about students?• How good are the skills of your staff?• Whole school capacity?• What are you aiming for? (SEF, SDP)

Whole School Approach

• Management and Leadership policies• School Climate and Ethos• Physical Environment• Curriculum• Teaching and Learning styles• Pupil support and involvement• Community, parents and outside agencies

The importance of Leadership

• “The quality of leadership determined success or failure” (Ofsted 2007)

• Senior leaders committed and driving the initiative forwards

• Active promotion of SEAL throughout• If the person leading the programme lacked

seniority, the initiative failed• Emphasis on SEAL priorities, not as a “bolt

on” to PSHE and tutor time

Clarity-Clear,explicit and positive

• Even if starting small, be clear how SEAL will become a whole school programme/approach

• School audit: What does the school do already to promote SEAL? How do you know?

• Key priorities for development• Keep all stakeholders informed• Managing change

Build positively on the characteristics of the school

• Challenges:• Size (impersonal)• Subject rather than

child focus• Problem behaviour• Exam orientation

• Assets• Size (Diversity)• Opportunities

offered by subjects• Greater range of

staff skills/strengths• Links to world of

work• Student involvement

Key points from pilot schools

• Plan• Start small• Long term view• Developmental approach• Strong leadership at a range of levels• Consistency, coherent and co ordinated• Non prescriptive, diversity of approach• Integrate with existing practice

SESSION 3

Benchmarking, monitoring and Evaluation

Targets, monitoring and evaluation

• Parents and carers monitor physical growth and development in young children

• School and teacher based curriculum assessments of skills at each Key Stage

• Systematic nurturing and development of SEBS at school/home?

Emotionally Literate?

• Take responsibility for yourself• Have a target or goal• Plan and prioritise (discipline and willpower)• Work together to achieve more• Believe in yourself• Be persistent and resilient• Listen to and learn from others• Be optimistic• Maintain your body and mind• Have the courage to make changes

Cont…..

• School audit

• Pupil voice

• Behaviour tracking

• Consultation with all stakeholders

• Communication with all stakeholders

• Statistical information (SEF etc)

• Whole school, group, individual

Monitoring and Evaluating

• Collect data at the outset for comparison

• Use data to improve the process, not to label individuals

• Allow sufficient time• Keep it as simple as possible• Use/integrate with existing systems

Published and recommended resources

• SEAL school audit• PIVATS• PASS• NFER emotional literacy• Framework for intervention (environmental

analysis)• SLEUTH• Others suggested by course members

SESSION 4

Delivering SEAL through the Curriculum

SEAL and the Curriculum (Strategic Aims)

• Raise awareness of all staff as to the importance of acquiring skills themselves, ensuring that SEAL becomes an integral part of their work with pupils

• Not a bolt on, but to be used in development with existing practice

• Job descriptions, policies, multi agency work, communication and pastoral support

• Improve resources

SEAL and the curriculum• Ensure SEAL is on the agenda of all meetings and

present in all every lesson plans• Daily routines• Consistency and structure• Positive role modelling by all staff• Restorative justice and conflict resolution approaches

taught as part of the curriculum• Understanding responsibility• Clear structure of reward and sanction • Identity and sense of belonging• Setting of achievable goals