1. © Crown copyright 2007 The Essence of SEAL: nurturing social and emotional skills throughout the school. Devon 9 th July 2008 Carolyn Waterstone Regional Adviser, Behaviour and Attendance

2. © Crown copyright 2007 Key Messages SEAL is seen as integral to raising standards The importance of clarity about what SEAL is and the centrality of social and emotional skills SEAL is a whole school approach that will only be successful if it includes: what is ‘taught’, how it is taught and what kind of place the school and classroom is A universal, targeted and intensive approach enables schools to build personalised programmes of support for all pupils Full implementation of SEAL will take time and requires several years for it to be embedded

3. © Crown copyright 2007 The National Picture

4. © Crown copyright 2007 English Mathematics Behaviour and Attendance Behaviour and Attendance is one of the three high priority programmes in supporting raised standards National Strategy Priority Programmes

5. © Crown copyright 2007 National Strategy 2008/09 B&A priorities To raise standards by: promoting positive behaviour for learning reducing overall and persistent absence developing pupils’ social and emotional skills improving anti-bullying practice promoting parental responsibility encouraging schools to work in partnership promoting professional development

6. © Crown copyright 2007 SEAL is central SEAL LearningEmotional health Behaviour

7. © Crown copyright 2007 Maximising Potential AchievementInclusion SEAL

8. © Crown copyright 2007 SEAL is… about school improvement and a review of policy and practice a universal entitlement a targeted approach for those children who find it hard to learn

9. Self-awareness Managing feelings Motivation Empathy Social skills Social and Emotional Aspects of Learning (SEAL) ‘Our children will be better equipped to cope with secondary. It (SEAL) is empowering as children repeat successful behaviour. A critical mass of people can change the social climate.’ ‘SEAL has helped us to address the balance between academic achievement and the education of the ‘whole child’. SEAL is a platform to raise achievement while looking at the ‘whole’ experience of the child.’

10. © Crown copyright 2007 Implementation SEAL is not an initiative but is about sustainable development with high levels of commitment within the National Strategies and DCSF

11. © Crown copyright 2007 Ed Balls said: “Clearly, prevention is better than cure and we have already seen from the experience of primary schools that SEAL can improve discipline by making young people think about the impact of their actions and addressing the root causes of bad behaviour. “SEAL will help to develop a culture that promotes discipline, respect and good manners. Working with tough new measures to clamp down on bad behaviour, it will help us to create a better learning environment for teachers and pupils.”

12. © Crown copyright 2007 Evidence OFSTED report of July 2007 (based on pilot in 54 schools/5 LAs) reported on the value of the programme “ The programme was successful in schools that quickly saw the link between developing social, emotional and behavioural skills and effective teaching and learning.”

13. © Crown copyright 2007 Outcomes where the programme was implemented consistently An improved atmosphere in the school Fewer fights More courtesy and respect Improved teacher/pupil relationship-fewer incidents of confrontation Reduced exclusions Improved school environment and less damage…………

14. © Crown copyright 2007 And………. “Teachers commented that the improved attitudes enabled them to take more risks by offering more challenging activities and ways of working” OFSTED July 2007

15. © Crown copyright 2007 Nationally ….. 80% primary schools have been supported in implementing SEAL – 90% by March 2009 15% secondary schools have been supported since September 07 - 45% by March 2009

16. © Crown copyright 2007 SEAL and the bigger picture

17. © Crown copyright 2007 Attainment in School subjects National Healthy School Programme Every Child Matters Emotional Health and Well-being Social and Emotional Aspects of Learning Social skills Inclusion

18. © Crown copyright 2007 Personalised Learning Assessment For learning (AfL) Pedagogy And Practice: Teaching and Learning in Schools PSHE Thinking Skills Bullying/ Violence/ Anti Racism /diversity Behaviour & Attendance Social and Emotional Aspects of Learning Impact on staff Impact on pupils

19. © Crown copyright 2007 School Culture Emotional health & Wellbeing Improve behaviour Promoting learning Community attitudes to school Communication & relationships with parents Attendance Staff support & development A common language across agencies Social & Emotional Skills in Children & Young People

20. © Crown copyright 2007 Fewer lunchtime incidents Pupils report – enjoying school Fewer exclusions / fights/disruption Raised achievement Less vandalism / increased positive contact Increased parental involvement Increased attendance Less staff absence / Better relationships between staff Increased involvement of external agencies Higher levels of Social & Emotional Skills in Children & Young People

21. © Crown copyright 2007 A key question What is it that you want SEAL to be doing in the first place? What will a school that is effectively implementing SEAL look like? What will you see and hear?

22. © Crown copyright 2007 A school teaches in three ways: What How Where Curriculum content Learning and teaching approaches Climate and ethos

23. © Crown copyright 2007 SEAL is … –Creating the climate and conditions for learning that implicitly promote the skills and allow these to be practised and consolidated –Providing direct and focused learning opportunities –Using learning and teaching approaches that support students to learn new skills and consolidate those already learned

24. © Crown copyright 2007 How does SEAL work? Focus on learning social and emotional skills Adults learn skills as they explore how to promote skills and reflect upon the process Children learn skills together Changed environment, climate and ethos Improved relationships Changes are planned to enhance the environment and improve learning and teaching.

25. © Crown copyright 2007 SEAL and adults

26. © Crown copyright 2007 evidence shows that programmes which include staff development and education are more likely to have an impact on pupil behaviour than those that do not; social and emotional skills are as central to the performance and emotional well-being of staff as they are to the learning and well- being of young people; teaching is fundamentally a social activity – staff need high levels of social and emotional skills to do their job effectively and model appropriate skills

27. © Crown copyright 2007 SEAL – CPD resources Primary – the purple set Resources include materials for flexible use within school to meet the CPD needs of all school staff Secondary – professional development to support staff (section 4.0 and new curriculum resource) NPSLBA

28. © Crown copyright 2007 Parents and Carers Essential to involve them in their child’s SEAL learning Family SEAL

29. © Crown copyright 2007 SEAL in the curriculum

30. © Crown copyright 2007 Responsible citizens who are effective participants, team workers, have good social skills and demonstrate empathy Successful learners who are motivated, are creative thinkers, independent enquirers, reflective learners Confident individuals who are self aware, able to manage risk and can manage their feelings The curriculum aims to enable all young people to become 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

31. © Crown copyright 2007 Core principles of pedagogy Ensure that every learner succeeds: set high expectations. Build on what learners already know: structure and pace teaching so that they can understand what is to be learned, how and why. Make learning of subjects and the curriculum real and vivid. Make learning enjoyable and challenging: stimulate learning through matching teaching techniques and strategies to a range of learning needs. Develop learning skills, thinking skills and personal qualities across the curriculum, inside and outside the classroom. Use assessment for learning to make individuals partners in their learning. Pedagogy and Personalisation

32. © Crown copyright 2007 Personal, learning and thinking skills Independent enquirers Creative thinkers Reflective learners, Team workers Self managers Effective participators

33. © Crown copyright 2007 AimsPLTSSEAL Successful learners Reflective learners Independent enquirers Motivation  Working towards goals Confident individuals Successful learners Reflective learners Creative thinkers Motivation  Persistence, resilience and optimism Confident individualsSelf managers Managing feelings  Expression of emotions  Changing uncomfortable feelings and increasing pleasant feelings Confident individualsSelf managers Self awareness  Understanding my feelings Confident individuals Successful learners Reflective learners Self-managers Self awareness  Knowing myself Responsible citizensTeam workers Social skills  Building + maintaining relationships  Belonging to groups Confident individualsEffective participators Social skills  Solving problems including interpersonal ones Responsible citizensTeam workers Empathy  Understanding the thoughts and feelings of others, Valuing and supporting others

34. © Crown copyright 2007 Theme 1 Social Skills and empathy Theme 2 Motivation and self- awareness Theme 3 Self-awareness and managing feelings STEP 3 Development of learning opportunities STEP 1 Exploration and development of understanding for each theme STEP 2 Identification of learning and teaching approach and subject area Learning outcomes for pupils and enhanced understanding for staff. STEP 4 Trying out the learning opportunities – review and reflection Introductory theme Year 7 only Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

35. © Crown copyright 2007 Theme 1 Social Skills and empathy Theme 2 Motivation and self- awareness Theme 3 Self-awareness and managing feelings STEP 3 Development of learning opportunities STEP 1 Exploration and development of understanding for each theme STEP 2 Identification of learning and teaching approach and subject area Learning outcomes for pupils and enhanced understanding for staff. STEP 4 Trying out the learning opportunities – review and reflection Introductory theme Year 7 only Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

36. © Crown copyright 2007 The key principles/ ingredients of effective approaches: The importance of leadership within the school promoting strong values and a clearly stated ethos The greatest impact comes from developing staff understanding A universal and targeted approach Explicit learning of skills using diverse methods Involving parents Continuing evaluation and improvement

37. Crown copyright The content of this publication may be reproduced free of charge by schools and local authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to OPSI for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: OPSI, The Information Policy Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk © Crown copyright 2007