1. Developing SEAL in your School
Developing the Social and Emotional Aspects of Learning (SEAL) in Devon Schools
Developing SEAL in your School
July 2006

2. Agenda Coffee and registration
10.00 Welcome Anne Whitely (Director CYPS)
10.15 Introduction to SEAL
10.45 Workshop session 1
11.35 Coffee
12.10 Network Planning
12.50 Lunch
1.40 Workshop Session 2
2.35 Workshop Session 3
3.25 What next?
3.40 Close
Global change – alter ‘slide’ to ‘OHT’ throughout

3. Objectives: To explore the place of SEAL in Primary Schools
To develop knowledge of SEAL materials and their links with PSHE
To support the planning for the implementation of the SEAL materials
To help schools identify where they may receive support for the implementation of the materials
To learn from colleagues who are already using the SEAL materials

4. Meeting these objectives through
Staff who will be able to support you today and in the future
Hearing what colleagues are doing already
Making the links with partner schools
Space to think about SEAL and your school – building on what you are doing already
Displays from SEAL and associated agencies

5. Social, emotional and behavioural skills curriculum materials
‘As every teacher knows, in order to learn successfully, children must feel happy and secure within the school environment.’
Hellaby, L. ‘Walking the Talk…’ (London, Fulton 2004)

6. Achievement and emotions
‘Students who are anxious, angry or depressed don’t learn…’

7. ‘…people who are in these states do not take in information efficiently or deal with it well…’
Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)
… when emotions overwhelm concentration, what is being swamped is the mental capacity cognitive scientists call ‘working memory’ - the ability to hold in mind all information relevant to the task in hand.

8. 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.

9. Recent evidence Healthy minds - Primary and Secondary
- Promoting emotional health and well-being in schools
July HMI 2457
Steer Report - Learning Behaviour
- The Report of The Practitioners’ Group on School Behaviour and Discipline 2005

10. Key findings
Primary schools who were piloting the new materials provided by the Primary National Strategy to promote social and emotional well-being, dealt effectively with issues of pupils’ mental health. (Healthy minds )
Pupils do not necessarily know how to behave well. Some will not have had the opportunity to learn good behaviour at home; others may be learning it, but their skills need reinforcing.
We see the development of pupil’s social, emotional and behavioural skills as integral to good learning and teaching. It is also integral to making classrooms orderly places for learning.
This means teaching all pupils from the beginning of education to manage strong feelings, resolve conflict effectively and fairly, solve problems, work and play cooperatively, and be respectful, calm, optimistic and resilient. (Steer)

11. When might the SEAL curriculum materials be introduced?
Following audits or reflection on improving behaviour and attendance in school
As part of the school’s reflection and analysis within their response to Excellence and Enjoyment: learning and teaching in the primary years
As part of the work the school is carrying out within the National Healthy School Standard or in reviewing its PSHE and Citizenship curriculum

12. Individual intervention
The ‘Waves’ model
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 well-being
Small-group intervention for children who need additional help in developing skills, and for their families
Individual intervention

13. Social, emotional and behavioural skills: taught or caught?
Teaching social, emotional and behavioural skills to children makes a difference to their learning, behaviour and life outcomes.
CAUGHT?
Children need:
practice in real-life situations
a supportive organisational environment (where it is safe to try new things and take a risk)
an emotionally positive environment where social, emotional and behavioural skills are modelled and coached routinely and consistently

14. Generalising the learning / using real life as the context for learning
To help children generalise to real-life situations, teachers might consider the following.
Draw attention to those children using the skills
All staff use the strategies (like calming down) for each real-life incident
Adults model skills and strategies, for example by thinking out loud
Display posters and visual reminders around the school
Display the whole-school focus for noticing and celebrating achievement
Encourage children to reflect on how well they have used their skills

15. What is SEAL?

16. Social, emotional and behavioural skills: five key aspects of learning
Self-awareness
Managing feelings
motivation
empathy
Social skills
The materials aim to develop children’s skills in five areas.

17. The materials Getting started guide and Guidance booklet
Seven sets of booklets, each set around a ‘theme’:
Theme overview booklet, with an assembly
Colour-coded booklets giving ideas for learning opportunities
Red set (Foundation Stage)
Blue set (Years 1 and 2)
Yellow set (Years 3 and 4)
Green set (Years 5 and 6)
Silver set (small-group activities)
Purple set (staffroom activities)
Gold set (family activities)

18. Themes Theme 1 – New beginnings Theme 2 – Getting on and falling out
Theme 3 – Say no to bullying (one or two weeks of learning opportunities across the curriculum)
Theme 4 – Going for goals!
Theme 5 – Good to be me
Theme 6 – Relationships
Theme 7 – Changes

19. Some pointers for implementation
Whole school level
Time for planning
Building in monitoring and evaluative processes
Supporting staff
Seeing the potential
Building on what is already going well

20. SCHOOL SELF REVIEW SEAL CURRICULUM RESOURCE
FOCUSING
DEVELOPING
ESTABLISHING
ENHANCING
Leadership, management and managing change
Policy development
Possible indicators:
SEAL and emotional well-being vocabulary is evident in conversations and meeting notes
Behaviour policy reflects SEAL and emotional health and well-being
Appropriate targets for implementation of the SEAL curriculum resource are set in the school improvement plan.
Coordinator(s) with responsibility for the organisation and development of SEAL (including the curriculum resource) within the school have been agreed.
Existing policies are reviewed in consultation with the whole-school community and a framework for implementation is established to ensure a stronger focus throughout the school on the social, emotional aspects of learning.
The school leadership team are committed to promoting SEAL and have good knowledge of the approach and are familiar with the content of the curriculum resource.
Appropriate targets are included in the school improvement plan to ensure that SEAL (including the curriculum resource) is integrated throughout all aspects of school life.
Responsibility for implementing SEAL has been embedded within management and pay structures, job descriptions and included in induction arrangements.
There is active governing body involvement in the on-going development and reviewing of SEAL.
Performance management meetings include a focused discussion about SEAL across the breadth of responsibilities, in relation to the school improvement plan.
When other relevant school policy is reviewed account is taken of SEAL.
Curriculum planning and resourcing
Possible Indicators
Objectives and learning outcomes and learning opportunities are included in planning. Resources are available to enhance SEAL curriculum resource.
The curriculum resource has been distributed to all teachers and they have become familiar with them.
Appropriate time has been allocated within staff meetings to support the teaching of each theme.
Time has been allocated to the class based elements of the SEAL curriculum resource.
Short and medium term planning have been completed for whole school delivery of SEAL, including reflection to ensure there is progression in learning.
Monitoring is in place to ensure that plans for delivery are being implemented to a high quality.

21. Developing SEAL in Devon
Since September 05 to July 06 - The pilot
Sept 06 to July 07
Sept 07 onwards

22. Pilot Sept 05 – July 06
40 schools involved – geographic spread, different types, capacity to spread good practice.
Some aims:
To develop good practice in terms of support
To learn how SEAL materials can support Devon schools
To learn how SEAL materials are best implemented into Devon schools
To build upon already existing good practice

23. Sept 06 – July 07 What we are going to try to do:
To support the roll out of SEAL across all schools in Devon that wish to use SEAL.
To develop an understanding of SEAL across the whole of CYPS and partner agencies.
To look at how SEAL can be the basis for support for children who are vulnerable and experiencing difficulties in terms of emotional health and well being
To build upon practice in order to be able to use SEAL as a way of promoting whole school development

24. How will this be done?
Direct support for schools through networks of support.
Time and resources given to networks for planning and implementation to take place.
Professional Development opportunities.
Support for schools who my benefit from intensive opportunities for development
Projects around specific areas: multiagency work, work with parents, SEAL +, Development of leading schools.

25. Support? From colleagues in Devon schools
Primary Behaviour Network (PBN) – BST & PRB staff
Healthy Schools team
Educational Psychology Service
Other services depending upon your locality
Website :

29. The future…….

30. Networking Sustainable model
Continuing to develop resources across the county/country
Use the experiences of the pilot schools
Develop school to school support to share expertise

31. Primary Behaviour Network Support
Primary Resource Base areas
Other areas via central Behaviour Support AT
Pulling in other agencies e.g.
Adult Community Learning
YOT(YISP/CASP)
CAMHS workers
Educational Psychologists

32. Example Support Menu Set up/planning sessions with PSHE co-ord
Support to deliver ‘Purple’ activities
Development of monitoring and evaluation
Specific training for staff e.g. circle time, groupwork skills

33. Model 1
Learning Community have pooled funds for one day a week release time for one year
Teacher is supported by member of Primary Behaviour Network team
Link person in school is PSHE Co-ord

34. Model 2
PSHE co-ordinators meet as a discreet group in Learning Community
Central initial input to group from PBN/Patch EP
Clusters of 3 formed, dependant upon SEAL development level and action plans formed

35. Next Steps Consider making contact with AT in your area
Discuss SEAL with SLT/Head once back in school
Use today to talk to as many people as possible
Ask questions – the pilot taught us a lot!