1. Primary National Strategy Developing children’s social, emotional and behavioural skills

2. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills SEBS / SEAL S ocial E motional A spects of L earning Self awareness Managing feelings Motivation Empathy Social skills S ocial E motional B ehavioural S kills

3. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills The link between SEBS and learning Emotional states can support or inhibit learning All learning has an emotional base, and thinking, feeling and behaviour are intertwined ? Must we distance ourselves from our emotions in order to avoid ‘sloppy thinking’? OHT 1.4

4. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills The links between feelings, thoughts and actions OHT 1.5 feelingsthoughts actions behaviour 1 2 3

5. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills What do SEBS impact on? Academic achievement Self-esteem Personal responsibility Tolerance of difference Workplace effectiveness Classroom/school behaviour Increased inclusion Improvements to mental health OHT 1.8

6. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills What do we want for our children? We want children 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. OHT 1.9

7. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills SEBS: TAUGHT AND CAUGHT TAUGHT? SEBS can be taught. Teaching SEBS to children makes a difference to their learning and behaviour and life outcomes. CAUGHT? Children need ….. Practice in real-life situations. A supportive organisational environment (where it is safe to take a risk) An emotionally positive environment where SEBS are modelled and coached routinely and consistently OHT 1.11

8. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills OHT 1.12 Core and foundation subjects PSHE and citizenship SEBS Curriculum links

9. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills Fig2. The Continuum OHT 1.13 Quality first teaching of social, emotional and behavioural skills to all children Effective whole-school or setting policies and frameworks for promoting emotional health and wellbeing Small-group intervention for children who need additional help in developing SEBS, and for their families Individual intervention

10. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills What can the resource add to what we are doing already? School-wide focus on SEBS Clarity of aims – what we want children to learn Shared school-wide strategies and language A whole-school theme, introduced through an assembly A structured and spiral curriculum Activities for developing SEBS progressively (participative, experiential and multi-sensory) A cross-curricular approach OHT 2.2

11. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills What is it? 1.Guidance section 2.Seven sets of activities, each set around a ‘Theme’: Theme overview card A scripted assembly + 6 variations Activity Sets: Ideas for each age range Red Set (Foundation Stage) Blue 5 Set (Y1 and Y2) Yellow Set (Y3 and Y4) Green Set (Y5 and Y6) Ideas for follow-up work in various curriculum areas Exemplar lesson plans for one or more subject areas OHT 2.4

12. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills What? 3.Resources 2 posters – Guess what I’m feeling!; Name that feeling! Feelings photograph set Introducing a feeling word (teacher reference) Ways to calm down (teacher reference) The Peaceful problem-solving process The emotional barometer Feeling word definition lists (KS1 and KS2) OHT 2.4

13. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills Who is it for? Different people will be involved at different levels Planning the implementation: SMT, PSHE and NHSS coordinators, subject leaders, feedback from all staff, pupils and parents/carers Training: All school personnel at appropriate level (e.g. lunchtime supervisors, caretaker, secretarial and administrative staff) Delivery: Class teachers; teaching assistants Practice: All school personnel Benefits: Everybody! OHT 2.5

14. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills When should it be run? And how does it fit together? Themes and structure Theme number Theme titleKey SEBS domain addressed (Assembly and associated curriculum work) 1.Autumn term: New beginnings Empathy first half-term Self-awareness Self-motivation Social skills 2.Autumn term: Getting on and Managing feelings second half-term falling out Empathy Social skills 3.Spring term: Going for goals! Self-motivation January Self-awareness 4.Spring term: Feels good! Self-awareness February/March Managing feelings Empathy OHT 2.6 Time of year

15. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills When should it be run? And how does it fit together? Themes and structure Theme number Theme titleKey SEBS domain addressed (Assembly and associated curriculum work) 5.Spring term orUncomfortable Self-awareness early summer feelings Managing feelings term Empathy (March/April) 6.Summer term: Changes Self-motivation second-half Social skills term Managing feelings 7.At any time Bullying Empathy Self-awareness Social skills OHT 2.6 Time of Year

16. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills How does it link with other curriculum areas? Links with existing approaches Foundation Stage personal, social and emotional area of learning PSHE/citizenship framework National Healthy School Standard Whole-school initiatives: peer mediation, school council, buddying schemes Other programmes: ‘The Nurturing Programme For Schools’ (Family Links); Second Step; PATHS Delivery through established ways of working: e.g. circle time; collaborative group work; Philosophy for Children (P4C) ‘Starter ideas’ linking to curriculum areas Exemplar lesson plans to fit widely used SOW, NLS and NNS medium-term plans OHT 2.7

17. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills Generalising the learning To help children generalise to real-life situations, teachers might consider the following. OHT 3.2 Post assembly questions around the school All staff use the common strategies (calming down; problem solving) for each real-life incident Adults model SEB skills and the processes and strategies (e.g. thinking out loud) Draw attention to children using the skills Display posters and visual reminders around school Display the whole-school focus for noticing and celebrating achievement Encourage children to reflect upon how well they have worked and played together (e.g. after play and in plenaries)

18. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills School-wide strategies Ways to calm down The Peaceful problem-solving process OHT 3.4

19. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills OHT 3.6 Hijacked by emotions Interprets everything negatively irritable Thinking brain Emotional brain

20. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills OHT 3.7 Relax, distract or exercise

21. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills The Peaceful problem-solving process Ready … Are you calm? Use your best calming-down tricks … Steady … What are you feeling? Why? What is the problem? What do you want to happen? Set a goal. Think of all the different things you could do … which would be the best for everyone? Make a plan. OHT 3.8

22. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills The Peaceful problem-solving process Go … Go for it! And replay in slow motion … What went well? What would you change next time? What did you learn? This is the complete problem-solving process. The basic structure is differentiated for different year groups within the SEBS resource, with the small steps introduced gradually. Children have a chance to make posters to put around the school at the beginning of each year. OHT 3.8

23. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills Success factors Support from above (head, management, governors, parents fully aware of benefits) Critical mass of staff understanding/supporting rationale for undertaking the work Clear, negotiated aims for what we are trying to achieve (children who can …). Priorities will vary according to school circumstances Careful strategic planning to mesh the resource with what is already going on in the school and ’make it your own’. OHT 4.2

24. © Crown Copyright 2003 Developing children’s social, emotional and behavioural skills What next? What are the implications for Year 7 and beyond?