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Cross Phase SEAL Network. Agenda: please note that the afternoon session will be divided into Primary and Secondary. 9.00-9.15COFFEE 9.15-9.45INTRODUCTIONCW/JG.

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Presentation on theme: "Cross Phase SEAL Network. Agenda: please note that the afternoon session will be divided into Primary and Secondary. 9.00-9.15COFFEE 9.15-9.45INTRODUCTIONCW/JG."— Presentation transcript:

1 Cross Phase SEAL Network

2 Agenda: please note that the afternoon session will be divided into Primary and Secondary COFFEE INTRODUCTIONCW/JG GROUP ACTIVITYKD WHY SEAL?ML FAMILY SEALCW COFFEE QUESTION AND ANSWER KD SEF AND ACTIONCW AND JG ANTI-BULLYINGJC LUNCH

3 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

4 Introductions and where are we in Dorset with SEAL? Clare Williams and Jason Goddard

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6 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 – 2 nd 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

7 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

8 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

9 New Primary SEAL Schools for (See handout for full list of Primary SEAL Schools) East Dorset and Christchurch North and west Dorset Chesil and Purbeck Burton PrimaryCerne AbbasCorfe Castle Christchurch InfantLoders PrimarySwanage First Hillside FirstSherborne Primary Verwood FirstShillingstone Primary Trinity FirstTrent Young Endowed William Barnes Primary Sticklands Primary

10 SEAL Schools for PartnershipLeading SchoolNew SchoolSpecial school Learning zone (Leading centres) ChristchurchThe GrangeChristchurch East DorsetFerndown Upper Emmanuel Allenbourne Cranborne Wimborne West DorsetWoodroofeBridport North DorsetGryphonGillingham Sturminster Newton YewstockSherborne ChesilWey Valley All Saints Budmouth Royal Manor WestfieldChesil PurbeckSandford Wareham DorchesterSt Mary’s Dorchester Middle Dorchester

11 DatePartnershipVenue 2 nd October East Dorset and ChristchurchThe Hub: Verwood 15 th October Purbeck and ChesilKingston Mauward 16 th October West and North DorsetKingston Mauward 25 th February East Dorset and ChristchurchThe Hub: Verwood 26 th February West and North DorsetKingston Mauward 5 th March Purbeck and ChesilKingston Mauward 4 th June East Dorset and ChristchurchThe Hub: Verwood 11 th June West and North DorsetKingston Mauward 18 th June Purbeck and ChesilKingston Mauward 2 nd July SEAL CONFERENCE: CROSS PHASE Springfield

12 Self image

13 Managing Feelings

14 Managing Behaviour

15 Independence

16 Resilience

17 Friendships

18 Attitudes to Teachers and School

19 Insanity Insanity Doing the same thing the same way and expecting a different result.

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30 Insanity Insanity Doing the same thing the same way and expecting a different result and expecting a different result.

31 Why SEAL? Miriam Leigh

32 Why SEAL? Miriam Leigh

33 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

34 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 Activity

35 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

36  People need emotions to think clearly, prioritise and plan and to attach value to different outcomes. Rationality and emotion cannot be separated!

37 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)

38 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 Enjoy and achieve Getting the most out of life and developing broad skills for adulthood Achieve economic Well-being Engage in further education or employment and live in decent homes and communities Making a positive Contribution To the community and to society and not engaging in anti-social or offending behaviour

39 Family SEAL Clare Williams

40 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

41 Family SEAL – The Resource The introductory workshop The 7 workshops – Guidelines and activities Power point supporting presentations Activities and resources

42 FROME VALLEY PARENT OPEN AFTERNOON

43 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

44 Question and Answer Kate Duxbury

45 School Evaluation Form (SEF) and SEAL Clare Williams and Jason Goddard

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47 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

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50 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?

51 Anti- Bullying Jayne Cottingham

52 Anti-Bullying Week This is the 17 th November to 23rd Theme- Diversity and Difference Conference on the 6 th November at the Springfield

53 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.

54 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 accreditation

55 Secondary afternoon Kate, Jayne and Jason

56 Be nice & teach less so they can learn more!!

57 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?

58 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?

59 INTERNAL Context Psychological Physiological/Physical EXTERNAL Context School-based structures Societal expectations Families and communities

60 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?

61 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?

62 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?

63 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

64 What I want you to learn What I want you to do How I want you to do it A&D, CI, D&T, En, Ge, Hi, ICT, Ma, MFL, Mu, PE, PSHE, RE, Sc SEAL, PLTS Functional Skills LiL, L2L

65 What I want you to learn What I want you to do How I want you to do it A&D, CI, D&T, En, Ge, Hi, ICT, Ma, MFL, Mu, PE, PSHE, RE, Sc SEAL, PLTS Functional Skills LiL, L2L Statements of attainment Assessing Pupil Progress Learning outcomes for SEAL PLTS 6 skill areas

66 Parents and SEAL Kate Duxbury

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