Bcbc wellbeing booklet (6) final

Working on Wellbeing

Table of ContentsPage

Foreword 1

Background 2

Key Steps One Establishing a whole-school Social and Emotional Learning (SEL) Framework 5

Two Reviewing the current position 7

Strand 1: The Learning Needs Analysis 8

Strand 2: Provision Mapping for Social and Emotional Learning 14

Strand 3: Online assessments – My School, My Class, My Feelings 16

Three Planning interventions 22

Strand 1: Planning whole-school interventions 23

Strand 2: Planning class interventions 25

Strand 3: Planning small group or individual interventions 30

Four Implementation of actions planned 37

Appendices 1 Findings from the NBAR project in Bridgend and the Vale of Glamorgan 38

2 Preparatory activity for developing SEL Framework 46

3 Examples of interventions 48

1

ForewordThe Working on Wellbeing project originated from a commitment by the Minister for Education, Lifelong Learning and Skills in March 2006 to undertake a National Review of Behaviour and Attendance (NBAR). An independent steering group, led by Professor Ken Reid, considered the existing good practice in Wales and produced clear recommendations.

The Working on Wellbeing project was subsequently commissioned by the Welsh Assembly Government to develop a strategy for identifying and assessing the social and emotional needs of children and young people, and to put in place early and effective intervention approaches to meet those needs.

In Wales, a number of whole school approaches are seen as strong components in supporting pupils’ social and emotional needs, and ultimately improving their behaviour and learning.

These are underpinned by the Welsh Government’s Personal and Social Education framework, and include the translation of the Social and Emotional Aspects of Learning (SEAL) resources into Welsh. The curriculum focus for personal, social and emotional wellbeing within the Foundation Phase is also an important component of the work being carried out by schools. The contributions of the Welsh Network of Healthy School Schemes and the Primary Mental Health Teams are also important for supporting the promotion of emotional health and wellbeing in schools.

Research shows that a properly trained school workforce, able to apply whole school approaches for preventing and intervening in high risk behaviour, can make a difference not only to the children and young people themselves but to the school community as a whole. However, a number of challenges identified by the NBAR steering group need to be addressed, including: the provision of professional training and development for school staff; the importance of utilising the opinion of children and young people in helping to understand the issues around behaviour and attendance; the need for better multi-agency working; and concerns around the histories of poor behaviour and attendance before Key Stage 3.

The Working on Wellbeing project is based on a recognition that emotional and social difficulties that children and young people experience have adverse effects on their ability to learn, because they reduce their capacity to concentrate on academic progress and learning new skills. This is especially the case for those pupils with complex needs. Early identification and intervention are crucial for ensuring that specialist approaches can be accessed in a timely and effective way. This not only involves robust work within the school setting, but also a commitment from the families of the children and young people and the wider community. This project therefore provides an important bridge between the Personal and Social Education framework in schools and the Families First programme designed to support families and tackle child poverty.

The Working on Wellbeing project has been developed through a successful collaboration between Bridgend and Vale of Glamorgan local authorities (including the Educational Psychology Services, the Inclusion Services, and the Behaviour Support Services) and the University of Sussex. We are especially grateful for the contributions made by the staff and pupils in the two clusters of schools in Porthcawl and Barry.

2

BackgroundEfforts to support the wellbeing of children and young people have become a national priority, especially in light of international comparisons of developed countries which have indicated relatively low levels of child wellbeing in the UK.

In one report, the UK was placed 17th or lower out of 21 countries on dimensions such as educational well-being, family and peer relationships, behaviours and risks, and subjective well-being.1

Although wellbeing encompasses material/economic and physical health dimensions, it is widely understood that social relationships and emotional experiences are a crucial bedrock for wellbeing in children and young people, just as they are for all human beings. Given that schools are recognised to be one of the key settings for the psychological development of children and young people2, this raises the question of what schools can do to better understand and support the social and emotional foundations of wellbeing.

The Working on Wellbeing (WoW) project was designed to help Local Authorities and schools develop a comprehensive approach to social and emotional learning that includes identifying and meeting the social and emotional needs of all pupils. It recognizes that the behaviour of children is a result of their social and emotional development, and that this in turn is influenced by the social and emotional environment or climate that they experience inside and outside school. Therefore, it helps schools to create a positive climate that promotes wellbeing and supports the development of social and emotional skills.

The social and emotional development of children and young people is known to be complex. A large and rapidly growing body of research evidence has traced a multitude of factors involved, covering a wide range of topics including early infant-caregiver attachments, interactions and relationships with parents and siblings, moral reasoning, emotional control, self-perceptions, gender development, and peer relations.3

This body of research shows a number of basic developmental patterns and sequences that children typically show as they move from early childhood to middle childhood to adolescence.

For example, we know that children become increasingly mature in their ability to manage their emotions, both in terms of how they express them in public and in terms of how they deal privately with distressing or uncomfortable emotions.

But we also know that, at any given age, children and young people vary enormously in their social and emotional competence.

1 UNICEF (2007). Innocenti Research Centre Report Card 7: An overview of child well-being in rich countries. Florence, Italy: UNICEF.2 Banerjee, R., Tolmie, A., & Boyle, J. (2011). Educational psychology: History and overview. In G. Davey (Ed.), Introduction to applied psychology. Chichester, West Sussex: Wiley.3 Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop. London: Worth.4 Saarni, C., Campos, J., Camras, L., & Witherington, D. (2006). Emotional development Action, communication, and understanding. In W. Damon, L. Lerner, & N. Eisenberg (Eds.), Handbook of child

psychology. New York: Wiley.

3

This is most obvious in the case of pupils recognised as having special educational needs. For example, staff in schools will be aware of pupils who have been diagnosed with an ‘autism spectrum condition’ (ASC) or attention deficit difficulties, often involving significant impairments in social relationships and interactions. Other pupils might be identified as having ‘behavioural, emotional, and social difficulties’ (BESD) that could include a wide range of difficulties in managing social life, from disruptive and aggressive behaviour through to social withdrawal and deep-rooted insecurities.

Although recognising and meeting the special educational needs of particular pupils is important, research also shows us that even within the ‘mainstream’ population of pupils at school, there are dramatic variations in social and emotional functioning – variations which are fundamentally connected to wellbeing.5 For example, some pupils are well-liked within their peer groups, whereas others are actively rejected and ostracised. Some pupils show bullying behaviour, some are victimised, and some experience both – and some pupils egg on the bullies, whereas others come to the aid of victims, and others just walk away.

Some pupils generally feel positive about themselves and their experiences, whereas others feel anxious or angry and are unable to find anything positive about themselves.

Moreover, these kinds of variations are present not just at the level of individuals, but also at the levels of groups (e.g., a particularly disruptive group of children), classes (e.g., a class with generally high levels of anxiety), and even whole schools (e.g., a school where both pupils and staff report feeling unsafe).

Working on Wellbeing is based on a strong evidence base of research that highlights how school-based strategies to support Social and Emotional Learning (SEL) can promote a wide range of positive outcomes. According to the most recent meta-analysis of research studies6, significant overall effects include:

●● Improved social and emotional skills

●● More positive attitudes towards self, school, and social topics

●● Higher levels of positive social behaviour

●● Reduced conduct problems

●● Reduced emotional distress

●● Increased academic performance.

Work in the area of social and emotional learning is nationally recognised as crucial. According to the ESTYN Inspection Framework (2010), school inspectors are governed by the Education Act of 2005 regulations which instruct them to report on ‘The spiritual, moral, social and cultural development of pupils at the school’ and ‘The contribution of the school to the well being of pupils’.

5 Smith, P., & Elliott, J. G. (2011). Social problems in school. In A. M. Slater & J. G. Bremner (Eds.), Introduction to developmental psychology. Oxford: Wiley-Blackwell.

6 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

The key aim of WoW is to develop a whole-school framework for social and emotional health and wellbeing, with an emphasis on early identification of needs and intervention. This includes:

●● Involvement of the whole school community in developing a Social and Emotional Learning (SEL) framework

●● Provision map outlining the range of provision in schools

●● Evaluation of workforce skills and professional development programme to ensure workforce adequately skilled

●● Individual and whole-school assessments to identify social and emotional needs

●● Proactive whole-school developments that build upon the current position

●● Targeted interventions based on the assessments and the knowledge within the school community

●● Monitoring and review of progress and outcomes.

4

Step 2

Reviewing the current position of the workforce and resources●●●Learning Needs Analysis

●●●Provision mapping tool

Assessing social and emotional needs of the pupils●●●My School

●●●My Class

●●●My Feelings

Step 1

Establishing a whole-school SEL Framework●●●Preparatory activity

●●●●Developing and customising the SEL Framework

Step 4 Implementation of actions planned

Step 3

Planning interventions●●●Whole School

●●●Class

●●●Small group and individual

Key steps for Working on WellbeingWoW provides a tailored model of practice that meets the specific needs of a school or cluster of schools,

involving the four steps shown below and described on the pages that follow.

5

Step 1: Establishing a whole-school Social and Emotional Learning (SEL) Framework

This first step is an essential part of the process as it engages the school community and helps them to contribute to developing their vision, take ownership of the work, and understand its core purpose. The main outcome of this step of the process is the development of a SEL Framework that represents the aspirations of the whole school community. This should be revisited periodically (every few years) to ensure that it still matches the aspirations of the school community.

Preparatory activity: Engaging with the whole school communityThe preparatory activity is very important as it provides an opportunity for all members of the school community to be involved in the early stages of developments and obtain a greater understanding WoW in their school.

This essential activity (described more fully in Appendix A2) involves:

1. All members of the school community (children/young people, parents/carers, members of staff/governors and perhaps members of the broader community such as local employers, businesses etc.) identify an agreed set of qualities that they would like their children to acquire.

2. The qualities are categorised as to whether the are ‘good for the community’ and ‘good for the individual’.

3. Qualities viewed as both ‘good for the community’ and ‘good for the individual’ are selected and used to identify a set of skills that pupils need.

Developing the frameworkThe learning skills identified in the preparatory activity are used to produce the school’s or cluster’s own SEL Framework, tailored to the priorities and needs of the local community. This SEL Framework will be used in Steps 2 and 3 to review current provisions within the school and to plan new provisions and interventions.

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Step 1

An example SEL Framework developed from a consultation with school communities in Porthcawl and Barry is provided below:

A citizen of Porthcawl and Barry is…

Self aware – and is responsible and skilful.

Motivated and resilient – and is strong, motivated, courageous, and determined.

Empathic – and is understanding, wise, thoughtful, patient, and caring.

Sociable – and is tolerant, empathetic, respectful, fair, and honest.

They need to learn:

1. To understand their feelings

2. To understand themselves as a person

3. To understand themselves as a learner including their strengths and weaknesses and how they learn best

4. To have self-esteem and be confident

5. Self-reflection

They need to learn:

6. How to identify and set goals, plan, persevere and overcome obstacles

7. Good organizational skills and how to manage their time

8. To manage emotions – patience, not take things personally and cope with losing

9. To learn from their mistakes and take responsibility for own actions

10. To adapt to different situations (right skills for the situation)

They need to learn:

11. To understand the thoughts and feelings of others

12. To show empathy and respond appropriately

13. To trust others

14. To appreciate other people – their diverse qualities and abilities

They need to learn:

15. Listening and communication skills – listening, conversation, making eye-contact, using body language to express feelings, expressing opinions (assertively)

16. Collaboration and team skills –participating, co-operating, being a good member of a group

17. Relationship skills – friendship skills, sharing, turn taking

18. To resolve conflict – negotiate, solve problems.

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Step 2: Reviewing the current position

The three strands of data collection

All data used to plan actions

Strand Two

Provision Mapping What are provisions are available?

What skills do these develop?

How effectively are the skills developed?

Are there any overlaps or gaps?

Completed by:School’s Wellbeing Co-ordinator

Strand Three

Online AssessmentsWhat is the social and emotional

climate of the school?

What are the social and emotional needs of the pupils?

Completed by:All members of the school community

Strand One

Learning Needs AnalysisWhat are the school’s strengths

and weaknesses?

Completed by:School’s Wellbeing Co-ordinator

All data used to plan actions

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Strand 1: The Learning Needs AnalysisStep 2

BackgroundA key feature of WoW is to establish that the workforce is ‘fit for purpose’ and able to address the social and emotional needs of children and young people.

To do this, the development of an effective and responsive staff professional development framework for the school community is crucial. The School Effectiveness Framework states the need for schools to build strong learning communities where practitioners can develop and share their professional knowledge about learning and teaching and build on good practice. It also highlights the need for a planned training strategy which will meet a wider range of children including those with Additional Learning Needs.

In Bridgend, the Learning Needs Analysis has been developed as part of a continuous cycle for the professional development staff who are at different stages of their careers. The diagram on this page outlines the three key components that combined to form the continuous cycle of professional development:

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Strand 1Step 2

The Learning Needs AnalysisThe Learning Needs Analysis (LNA) helps to identify good practice taking place in schools, recognizing the knowledge and expertise of school staff in providing for children and young people’s social and emotional learning. The LNA also identifies the strengths and weaknesses of the school workforce. This information helps to determine how well equipped the school workforce are in:

●● identifying the progress children and young people are making with their social and emotional aspects of learning

●● how pupils are assessed and monitored where there are concerns

●● what resources the school has in place

●● what interventions the school has in place

●● what training staff have undergone

●● partnership working

●● transition arrangements.

As part of a continuous professional development cycle, the LNA helps to measure progress of the school workforce over a consolidated period of time. The LNA provides a baseline (starting point) for measuring how skilled the workforce are to deliver the identified ALN needs of the school’s population and supports the process of reporting on the impact that the CPD activities have had in relation to learner outcomes.

The LNA process involves five stages of activity:

Stage One The first stage is to identify the personnel who will be involved in carrying out the LNA and set up the meeting to carry out the LNA. This might include the Headteacher, PSE Coordinator, Specialist Outreach Teacher, ALNCo.

Stage Two Together the team should consider each statement on the LNA grid, providing the necessary evidence as to whether the school meets the criteria for either improving, refining or celebrating success. (See LNA template overleaf)

Stage Three From each of the areas listed in the LNA the next step is to write up a summary of what the school has achieved to date together with a RAG (red, amber, green) score. (See LNA template overleaf)

Stage Four The next step is to use the analysis to set CPD targets as part of the annual cycle of professional development for school staff and then to implement the training and development programme.

Stage Five The final stage of the process is to review the CPD activity at the end of the year in order to evaluate what outcomes have been achieved and the impact this has had on learners.

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The worked example below shows a Learning Needs Analysis completed by Newton Primary School, Porthcawl.

Learning Needs Analysis

School NEWTON PRIMARY

Date July 2011

Completed by Head Teacher

Specialist Teacher

Evaluation Area Targets OutcomesIdentification and Assessment R A G

The school is developing a consistent whole school approach for the identification of pupils with BESD by piloting the Banerjee online assessments. Where pupils have been highlighted with possible BESD difficulties, the Specialist Outreach teacher is supporting the school in the use of appropriate intervention approaches to meet the needs of the pupil.

Termly whole school staff training sessions to be delivered in the administration and interpretation of the Banerjee online assessments. Individual support and training for teachers and support staff to be provided throughout the year to ensure staff are appropriately skilled in the use of the Banerjee online assessments. Identified staff will also be trained in producing the on-line data as well. The school’s behaviour policy will also be updated.

●● 110 pupils have been surveyed across the school from years 3 to 6. Years 1 and 2 have also trialled the assessments, but no data analysis has been completed yet.

●● The ALNCo has received training in running the project and the HT is able to produce the graphs from the results.

Strand 1Step 2

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Strand 1Step 2

Evaluation Area Targets OutcomesResources R A G

The school feels that it is well resourced in many areas across the school. They make good use of “Game Shop Managers,” and “Playground Peacemakers.” Student Assistance Programme (SAP) training is available to all staff and they are also aware of SEAL, although it is not currently being used across the school.

As a result of the provision mapping exercise, the school would like to participate in a cluster day training session linked to SEAL. A cohort, identified by the NBAR pilot project will pilot SEAL activities over 2 terms. The success of this will then be reviewed in the final term and a decision made whether to implement the scheme across the whole school.

The Headteacher is very keen to consider the possible use of purchasing resources that can be shared by the cluster.

A SEAL training day is planned for July 2011. Part of the day will allow HTs and nominated members of staff time to plan the SEAL project across the whole school. The school will implement SEAL across the school starting in September.

Interventions R A G

Some staff have been trained in the SAP programme, and the whole school is involved in the “TALK,” project. A member of staff has been identified to receive training for Emotional Literacy for Support Assistants project (ELSA) the next time it is delivered. Home/school books are used with pupils prior to school Action/PSP plans, and the HT also has fortnightly meetings with parents and and individual children to monitor progress when necessary. Playground Peacemakers are used to good effect during lunchtimes.

Staff delivering SAP have an ‘update’ slot in the weekly staff meetings. The HT would also like to find out more about the availability of “Therapies,” in Bridgend. A member of staff has also been identified to receive training in the future for “Developing a Nurturing Classroom.”

As a result of the Banerjee online assessments:

●● 10 children have been referred for SAP●● 18 children are being monitored closely for possible group changes.

●● 2 children have been referred for counselling●● A focus has been placed on year 6 children to ensure that they don’t dominate aspects of learning.

Children also deal with problems through peer mediation, and this is supported by training carried out by the specialist teachers with lunchtime supervisors.

The headteacher feels that using the Banerjee online assessments has significantly improved the accuracy of referrals for individual interventions used within the school.

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Strand 1Step 2

Evaluation Area Targets OutcomesReview and Monitoring R A G

The school uses IEP Writer from nursery to year six. The IEPs are monitored regularly in review meetings twice a year. The children are fully involved in setting their own targets, which are clearly stated. The school, as part of the Porthcawl cluster, is also involved with trialling electronic IDPs. Parental questionnaires are also sent home annually, to link in with the school’s self-evaluation cycle. The school is going to use the Banerjee online assessments three times a year to review and monitor pupils well-being.

The HT is planning to review the school’s use of IEPs during the Spring Term, and where possible link targets to SAP work carried out and the results from the Banerjee online assessments.

●● The school reviewed its IEPs in March 2011, and has been able to use the results from the Banerjee online assessments to help form some targets.

●● The setting of SMART targets has also been addressed in the TAPPAS meetings.

Training and Development R A G

All staff are being trained in NBAR early identification approaches. The minimum BESD training requirements are being addressed by the school (ELSA, online assessments, parenting training, nurture training). TAPPAS has been developed throughout the cluster for ALNCos and Specialist teachers working within the clusters. A support staff network is also being developed for SNSAs to develop their CPD. A Professional Learning Community is also being set up for Wellbeing.

●● Inset to be delivered to ensure all staff are aware of the BESD intervention approaches that are taking place across the school and when to appropriately use them.

●● TAPPAS is set to meet half termly and has put together a programme of professional development activities in order to share and develop good practice across the cluster.

●● Support staff are set to meet half termly.

●● HT would like to develop training for lunchtime supervisors.

●● A member of staff has been identified to receive ELSA training.

●● SNSAs and LSAs throughout the cluster have had access to a support staff network to assist with their CPD. Training has included general behaviour strategies, dyslexia and ASD. The group has received six sessions during the year at all schools in the cluster.

●● An ALN cluster conference is also planned for Autumn Term 2011 for all staff.

●● An LSA has been identified to attend ELSA training during 2011/2012

●● Lunchtime supervisor training has also taken place.

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Strand 1Step 2

Evaluation Area Targets OutcomesPartnership Working R A G

The school feels that it has strong links with its pupils and outside agencies. The school Council is involved in staff recruitment and the school takes part in the Meaningful Work Programme. The school also uses peer mediation and buddying systems.

The school is developing its strong links with parents. Some examples include the use of home/ school contracts, termly parents’ evenings with the HT and the use of LAP.

To develop support groups for parents of children with BESD, possibly as part of the cluster.

●● “Coping with Kids,” was trialled with parents during Spring Term 2011. It received good feedback with a view to repeating the course.

●● Parent liaison “drop in surgeries” have also been identified as part of the action plan for Porthcawl Cluster, starting during the Summer Term.

Transition R A G

The school has strong links with the comprehensive school, although it feels some areas such as SEN and support for these children can be improved.

There is a transition policy.

●● To continue to develop smoother transition for children with ALN to comprehensive school with greater involvement from the Inclusion Service.

●● To provide extra support for pupils and parents of Y6 pupils who may be anxious.

Transition is a target area highlighted in TAPPAS meetings. During these meetings there has been an agreement made between ALNCos of the information needed by the comprehensive school, linked to ALN. Extra visits for children with ALN have also been discussed. A day is planned during July 2011 for identified “anxious” pupils in year 6 across the cluster, and their parents, to receive extra support and a visit to the comp.

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Strand 2: Provision Mapping for Social and Emotional LearningStep 2

The Provision Mapping tool is an audit tool that encourages staff to consider the wide range of approaches and interventions currently being used in school.

Interventions and approaches used in the school or LA – categorized as whole-school interventions, targeted interventions, or more intensive interventions – are listed and evaluated to show which skills from the SEL Framework they promote. This can be completed on an annual basis.

How to complete the Provision Mapping Tool●● Draw up a list of provisions in the school or LA that support SEL in the school. These might be whole-school, targeted, or intensive activities

●● Discuss each provision to determine which SEL skills it develops, either fully (marked √√) or partially (marked √)

●● Grade the effectiveness of the delivery of the intervention at the school

– Improving (I) - if only one or two classes use the approach or if only a few pupils have access to the intervention

– Refining (R) - if there is widespread and competent use of the intervention but staff feel they could do more

– Celebrating (C) - if the intervention is fully integrated into the life of the school

The completed provision map is used to Identify any gaps or overlaps in provision, and will be a key part of the planning process in Step 3. It can be adapted to reflect approaches and interventions available to the school, and used when identifying which interventions may be helpful for an individual, class, or group.

Information should be available within the school about the nature of each provision, the SEL skills being addressed, the skills and training required for the facilitators, the frequency and duration of the provision, and the impacts previously observed. Some examples are provided in Appendix A3.

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An example of a partial provision map from a school in the Porthcawl and Barry project is provided below.

Self-aware Motivated and resilient Empathic Sociable

Rev

iew

of q

ualit

y of

impl

emen

tatio

n (C

,R o

r P)

PRO

VIS

ION

(Ple

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our

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it

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)

1.T

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thei

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2. T

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3. T

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thei

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4. T

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ve s

elf-e

stee

m

5. S

elf-r

eflec

tion

6. H

ow to

iden

tify

and

set g

oals,

pl

an, p

erse

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7. G

ood

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l ski

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time

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8. M

anag

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ns

9. L

earn

from

thei

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10. A

dapt

to d

iffer

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ituat

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11. U

nder

stan

ds th

e th

ough

ts

and

feel

ings

of o

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s

12. S

how

em

path

y

13. T

rust

oth

ers

14. A

ppre

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her

peop

le a

nd

thei

r di

vers

e qu

aliti

es

15. L

isten

ing

and

com

mun

icat

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16. C

olla

bora

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and

team

ski

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17. R

elat

ions

hip

skills

18. R

esol

ve c

onfli

ct

Circle Time ✓✓ ✓✓ ✓✓ ✓ ✓ ✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓ ✓ C

SEAL ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ R

AFL ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ C

Celebration Assemblies

✓✓ ✓✓ R

Responsibilities ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ C

Playground Peer Support

✓✓ ✓✓ ✓✓ ✓ ✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ C

School Council ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ R

Key: SEL Skills 1-18 Key: review of implementation√√ = full coverage of skill I = improving√ = limited coverage of skill R = refining C = celebrate

Strand 2Step 2

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Strand 3: The Online AssessmentsStep 2

Three online surveys were devised to provide additional information about the emotional health and wellbeing of the school and the pupils.

The surveys, with instructions for registration and administration, are available at: http://www.sussex.ac.uk/Users/robinb/ nbar-sepq-info.html

Groups of pupils can complete them in the school’s ICT suite, with each survey taking approximately 15-20 minutes. The assessments are ideally completed at the beginning of the year (allowing a half-term for pupils to settle) and again at the end of the year to monitor progress and plan actions for the following year.

My School. This is a survey that is completed anonymously by all members of the school community, including staff (both teachers and support staff) as well as pupils. The assessment provides insights into the social and emotional climate of the school. The feedback includes percentage scores from pupils and staff in response to set questions about their attitudes regarding the children’s and adults’ social relationships, enjoyment of school, and social and emotional skills.

From the results, staff can identify

●● aspects of school ethos in which the school is strong and secure

●● areas that need further development

●● differences in the perceptions between staff and pupils.

It should be noted that although staff and pupils may have different perceptions, there is usually a good convergence between them when it comes to relative scores across different schools. In other words, schools with relatively high ratings from staff tend to have relatively high ratings from pupils, and schools with relatively low ratings from staff tend to have relatively low ratings from pupils.

My Class. This ‘sociometric’ assessment is completed by children, by nominating pupils in their class who fit different descriptions. It provides information about:

●● Pupil relationships within a class/tutor group

●● Levels of peer acceptance and rejection experienced by pupils

●● Each pupil’s behavioural reputation within the peer group: cooperative, disruptive, shy, aggressive, leader

The results from the ‘My Class’ assessments are only meaningful if they are used with a group who spend time together on a regular basis. For example, a secondary school pupil may not appear to be fitting in well with their tutor group, but may have good friendships with pupils across the year group. However, research has shown that rejected pupils are very often rejected by their peers independent of whichever group they are in.

My Feelings. This assessment is completed by children, by rating how often various social and emotional experiences are true for them. It provides information about:

●● Positive social experiences at school (e.g, social inclusion)

●● Negative social experiences at school (e.g, victimisation)

●● Feelings of anger

●● Feelings of sadness and depressive symptoms

●● Feelings of worry and anxiety

●● Self-perceptions

Please note that the results produced from the ‘My Feelings’ data are about feeling worried, sad and angry and about the pupils’ general social experiences at school. They cannot be used on their own to diagnose clinical mental health problems.

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Strand 3Step 2

Understanding results from the assessmentsThe interpretation of results from the assessments is an important part of the process. It requires careful reflection in the light of knowledge of the school, class, and children or young people. Ideally, it will be carried out collaboratively between the relevant class teacher(s) and another colleague, possibly the SENCo or year head.

My School: Links with the overall Provision Map and the Learning Needs AnalysisThe completed Provision Map and Learning Needs Analysis should already have identified areas where provision for pupils’ social and emotional needs is strong, as well as areas where more work is needed. This knowledge can be supplemented by the detailed results of the My School survey, which will reveal how pupils and staff (and any other stakeholders who complete the questionnaire) perceive aspects of the school ethos.

The My School feedback shows the percentages of pupils and staff who agree (choosing either ‘Quite often’ or ‘Nearly all the time’) with statements about both the children and the adults at school.

A portion of the feedback for one of the schools in the Porthcawl and Barry project is provided below:

Total number of pupil responses: 89Total number of staff responses: 20

Percentage choosing ‘quite often’ or ‘nearly all the time’

Pupil responses Staff responses

Children really listen to teachers and other adults at school 78.2% 100.0%

Children show they care about each other 85.1% 100.0%

Children get into fights 23.2% 0.0%

Children like the adults at school 79.5% 100.0%

Children deal with arguments in a peaceful way 46.1% 89.5%

Adults really listen to what the children have to say 83.9% 100.0%

Adults show they care about each other 90.9% 89.5%

Adults shout and get cross 32.6% 5.0%

Adults like the children at school 84.9% 100.0%

Adults deal with arguments in a peaceful way 83.9% 100.0%

18

Orange = received high number of ML and high number of LL nominations (often referred to as ‘controversial’)

Grey = received low number of ML and high number of LL nominations (often referred to as ‘rejected’)

Strand 3Step 2

My Class: Sociogram and peer reputationThe information collected from the ‘My Class’ survey allows staff to produce a sociogram.

This is a visual representation of the relationships between pupils in the class / tutor group.

Each pupil is identified by a circle. The colour of the circle indicates the pupil’s peer status, as shown opposite.

Arrows between pupils indicate positive peer nominations:

e.g., Ben Peter

indicates that Ben nominated Peter.

Blue doubled-headed arrows between pupils indicate reciprocal positive nominations:

e.g., Ben Peter

indicates that Ben nominated Peter and that Peter nominated Ben.

Pink = received low number of ML and low number of LL nominations (often referred to as ‘neglected’)

White = received average number of ML and LL nominations (often referred to as ‘average’)

Green = received high number of Most-Liked (ML) and low number of Least-Liked (LL) nominations (often referred to as ‘popular’)

19

An example of a sociogram from one of the schools in the Porthcawl and Barry projects is provided below. It shows a great deal of variation in children’s peer relationships. There are some groups of pupils who all nominate each other (e.g., 7, 9, 19, 6, 10, 13), but others have few or no reciprocated nominations. There are some pupils who receive many positive nominations (e.g., 6 and 15), and others who receive none (e.g., 16 and 23).

Note:

Pupils may fall in the ‘Average’ peer status category but be just below the statistical threshold for one of the other peer status categories (e.g., 14 in this sociogram). The other feedback from My Class and My Feelings should be consulted to gain a richer picture of the pupils’ functioning, as described on the following pages.

8

18

23

6

22

21

17

12

3

412

20

5

10

14

13

7

9

1911

16

15

Strand 3Step 2

20

Strand 3Step 2

An individualised graph is also produced for each pupil, showing the peer reputation of that pupil within the class. The graph shows how often the pupils is chosen by his or her peers for Most-Liked, Least-Liked, Cooperative, Disruptive, Shy, Starts Fights, and Leader.

The scores are standardised so that 0 is the average for the class, scores above 0 are above the class average, and scores below 0 are below the class average. Each bar shows the full range of scores in the class: the lowest scoring pupil would be at the bottom of the bar, and the highest scoring pupil would be at the top. The dot in each bar shows the position of the given pupil within the class range.

This pupil was often chosen by peers as most-liked and had the lowest score for least-liked within the class. The pupil was also the one most often seen as cooperative within the class.

This pupil had the lowest score for most-liked (the sociogram shows that no positive nominations were received) and the highest score for least-liked. The pupil was seen by the class as disruptive and starting fights.

Pupil 16 from the sociogram on the previous pagePupil 15 from the sociogram on the previous page

-2-1-012345

ML LL

COO

P

DISRUP

SHY

FIGHT

LEAD

-2-1-012345

ML LL

COO

P

DISRUP

SHY

FIGHT

LEAD

21

Strand 3Step 2

My Feelings: Self-reported socio-emotional experiencesAn individualised graph is provided for each pupil, showing the scores of that pupil on eight dimensions of self-reported social and emotional experiences: positive social experiences (e.g., being included or helped), negative social experiences (e.g., being victimised), anger, anxiety, depressive/sad feelings, negative feelings at school, negative feelings at home, and self-perceptions.

Scores are on a scale from 0 (almost never/not at all true) to 3 (nearly all the time/very true). Each bar shows the full range of scores in the class: the lowest scoring pupil would be at the bottom of the bar, and the highest scoring pupil would be at the top. The class average is marked as a horizontal line within the bar. The dot in each bar shows the position of the given pupil within the class range. This pupil had the lowest score within the class for positive social experiences,

and was above average for most negative emotions (particularly anxiety and depressive/sad feelings). Negative emotions were well above average, both for school and home settings, and self-perceptions were among the lowest within the class.

Pupil 14 from the previous sociogram

0

Posit

ive ex

p.

Negati

ve ex

p.

Angry

Anxious

Depre

ssive

Neg at

scho

ol

Neg at

home

1

2

3

Self-w

orth

22

Step 3: Planning interventions

The process of reviewing the current position will provide a wealth of information, and time needs to be set aside for relevant staff – ideally including senior leaders in the school – to reflect upon the data, discuss findings, and plan.

In all cases, the emphasis will be on identifying needs in terms of the SEL Framework established in Step 1. Once the skills and qualities that need attention have been identified, then appropriate interventions can be agreed.

These might be low-level interventions (such as how pupils are grouped, how staff greet pupils, and reward systems etc.) or more specific approaches or programmes that are selected from the school’s Provision Map. These interventions can be planned at the level of the whole school, class, small group, and/or individual pupil.

As a guiding principle, the first port of call should be the universal, whole-school provisions, rather than more intensive interventions. For example, a curriculum approach to conflict resolution (with opportunities for learning to be applied and reinforced across the school) might be a

better starting point for supporting a problem with aggressive behaviour at school, rather than immediately withdrawing individual pupils for intensive anger management work. This kind of universal provision then can become a backdrop for more intensive interventions, if these are considered necessary for some groups or individuals at a later point.

Where to look for information

●● The Learning Needs Analysis provides information about staff development needs.

●● The Provision Map provides information about the support available in the school and any gaps or overlaps in provision.

●● My School provides information about the climate of the school from all members of the school community.

●● My Class provides information about patterns of relationships and social behaviour within each class.

●● My Feelings provides information about pupils’ self-reported social and emotional experiences at school.

●● Staff members can contribute their own knowledge of pupils and their interactions.

23

Strand 1: Planning whole-school interventionsStep 3

The most relevant information for planning whole-school interventions will come from the Learning Needs Analysis, the Provision Map, and the My School feedback. Analysis of the class and individual level profiles (using My Class and My Feelings feedback) can also be used to inform and enhance whole-school planning.

For example, work with these tools and assessments may reveal that the school has little in place to promote pupils’ skills in peaceful conflict resolution, to support positive interactions within the playground, or to enable pupils to understand their own strengths and weaknesses. The results could reveal a number of different patterns which could feed into the planning of whole-school interventions.

Examples of My School patterns to feed into planning

Questions to consider SEL focus and areas for development(see SEL Framework on p.6)

Actions from Provision Map

Low enjoyment of school ●● What are we currently doing to ensure that the school is an enjoyable place to be?

●● Why might children not be enjoying school – the school environment, approaches to teaching and curriculum, behaviour and safety issues?

●● Are there differences in levels of enjoyment for particular groups (e.g., staff or pupils, ability groups, ethnic groups)?

●● All SEL areas – Self-awareness, Motivation, Empathy, and Sociability

●● Whole-school curriculum to promote positive ethos (e.g., SEAL New Beginnings, Circle Time)

●● Celebration assemblies

●● Re-designing playground routines

●● Midday supervisor training

●● Review behaviour and anti-bullying policy

Perceptions of poor relationships

●● What provisions are already in place to improve relationships in schools?

●● Are these perceptions reflected in other questionnaire data (e.g., are there many children without positive nominations in the sociogram or reporting negative social experiences in My Feelings)?

●● Do we need to address relationships in the classroom, in the playground, and/or in the staff room?

●● How might we find out more about this issue?

●● Empathy and Sociability

●● Circle Time, including trust games

●● SEAL

●● Use of collaborative group work across the curriculum

●● Celebration assemblies

●● Opportunities for small group learning

●● Regular programme of paired work

●● Residential opportunities

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Strand 1Step 3

Examples of My School patterns to feed into planning



Reports of negative behaviour

●● Is the negative behaviour across the school or limited to small groups?

●● Are there any problem areas in the school’s physical environment?

●● Is there consistency across the school in the way adults respond to negative behaviour?

●● What has the school done so far to improve behaviour?●● Is there a preventative strategy in place?●● How involved are pupils in developing the school’s behaviour policy and expectations?

●● All SEL areas ●● Primary SEAL – particularly New Beginnings and Say No to Bullying

●● Secondary SEAL –particularly Managing Feelings and Learning to be Together

●● Classroom management support for staff●● Review of behaviour policy including rights, responsibilities, and rules and consequences

●● Consider restorative approaches●● School behaviour audit

Perceived lack of social and emotional skills

●● Where are the gaps in social and emotional skills?●● What are we currently doing to promote social and emotional development?

●● All SEL areas ●● SEAL – all themes●● Whole-school SEAL audit ●● Whole school PSE approach

Major disrepancies between the views of the staff and pupils

●● What opportunities are there for adults and pupils to discuss and develop school policy?

●● Are there are opportunities for all pupils to have their voice heard?

●● Is there a school council – and is it truly representative?

●● What is in place to ensure that staff get to know the pupils?

●● How aware are staff of playground dynamics?

●● SEL Framework skills 11,15,16,17

●● Develop a school council model that is representative and involves all pupils – for example by building in class or tutor group meetings.

●● Set up a learning walk or similar activity that involves pupils to look at the behaviour of all members of the school community.

25

Strand 2: Planning class interventionsStep 3

The most relevant information for planning class interventions will come from the My Class feedback (both the sociogram and the patterns of social behaviour shown in the peer reputation graphs) and the overall distribution of scores in the My Feelings feedback.

As a striking visual representation of current relationships within the pupil group, the sociogram provides a useful starting point for the discussions. It should be combined with a more detailed consideration of the other information provided by the My Class and My Feelings surveys.

Examples of My Class and My Feelings patterns to feed into planning



Sociogram shows a number of groups where pupils all nominate each other

●● Are the pupil groups supportive and inclusive?

●● Do the strong friendships lead to exclusion or problems with falling out?

●● Do the strong friendships get in the way of collaborative learning?

●● Is the class made up of cliques who have little to do with each other and make it hard for others to join the class?

●● SEL Framework skills 13,14,15, 16, 17

●● Primary SEAL – Getting on and Falling Out

●● Secondary SEAL – Learning to be Together

●● Use of random pairings for group work. Pupils select a name at random and these are used for a week for pair tasks.

●● Secret friends - children select a name at random and are charged with ‘looking out’ for that person over the week and being particularly kind to them.

●● Collaborative group work that allows children to enjoy working with a wider range of classmates

Sociogram shows very few reciprocated nominations

●● How long have the pupils in this class been together?

●● Are the children feeling unsettled in their peer relationships?

●● Are the children friendly with pupils from other classes or groups?

●● How well do the children get on in the classroom and on the playground?

●● Do they fall out with each other often?

●● Empathy and Sociability, esp. skills 12,13,14, 16,17,18

●● Friendship and play skills

●● Team and group skills

●● SEAL – particularly themes on Getting On and Falling Out and Relationships

●● Strategic groupings and the use of stable home groups that are developed using insights from the sociogram and teacher knowledge.

●● Secret friends

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Strand 2Step 3




Sociogram shows a cluster of ‘rejected’ pupils

●● Are the pupils supporting each other or escalating each others’ problems?

●● How are these pupils treated by the rest of the class?

●● Are there any role models in the class who the ‘rejected’ pupils look up to?

●● How effective is the schools’ anti-bullying policy?

●● Do the My Class surveys suggest these children have similar or different profiles?

●● Empathy and Sociablility

●● SEAL – particularly themes on Getting On and Falling Out, Relationships, and Say No to Bullying

●● Team building, Student Assistance Programme activities

●● Focus on creating a positive image for these children in class, e.g. through the use of responsibilities, providing them with a voice, giving a platform to show their particular talents or sharing interests.

Sociogram shows a complete gender divide

●● Are the children’s learning opportunities being narrowed by the gender divide (e.g., stereotypes of boys vs. girls)?

●● What do you do to ensure that boys and girls mix together?

●● What opportunities do the girls and boys have to work together in the classroom?

●● Do the children resist working in mixed groups or pairs?

●● SEL Framework skills 12 and 16

●● Team building

●● SEAL with a focus on collaborative group work with mixed gender groups.

●● Consider seating arrangements in class and arrange mixed group work across the curriculum.

●● Review playground arrangements and their impact on cohesion

●● Out of school activities that require mixed groups.

27

Strand 2Step 3




Sociogram and My Class graphs show a number of ‘controversial’ children who are seen as disruptive/aggressive

●● Are these pupils perceived as ‘popular’ or high in status by peers/teachers?

●● Do the pupils show awareness of the consequences of their behaviour?

●● Have you got clear expectations that the pupils understand and have contributed to developing?

●● Does the class or group take joint responsibility for creating a calm and peaceful atmosphere?

●● Do the pupils show trust in others?

Aggressive●● SEL Framework skills 1, 2, 3, 11, 12, 14, 16, 18

●● SEAL – Managing Feelings, Getting On and Falling Out, Say No to Bullying

●● Work on conflict resolution

●● Restorative approaches

Disruptive in class●● SEL Framework skills 1-9, 15

●● SEAL – Going for Goals, Managing Feelings

●● Team building

Disruptive in social relationships●● SEL Framework skills 1, 12, 13, 14, 15, 16, 17, 18

●● SEAL – Getting On and Falling Out

●● Work on conflict resolution

Sociogram and My Class graphs show a number of ‘rejected’ pupils who are seen as shy

●● Why do you think these shy children are rejected by their peers?

●● Are these children always on their own or do they have at least one friend?

●● How do the pupils see themselves on the My Feelings questionnaire – are they distressed about their social relationships?

●● SEL Framework skills 4, 15, 16, 17

●● SEAL – Getting on and falling out

●● Focus on creating a positive image for these children in class, e.g. through the use of responsibilities, providing them with a voice, giving a platform to show their particular talents or sharing interests

●● Encouraging ‘shy’ children to take a role – supportive if necessary in collaborative groups or voluntary activities

●● Supported play

●● Play skills

28

Strand 2Step 3




Sociogram and My Feelings graphs show a number of ‘neglected’ pupils who report negative social and emotional experiences

●● Are there patterns of emotional experience revealed by the My Feelings questionnaire?

●● Is it difficult for some children to be noticed (by peers and by adults) at school?

●● Are there any specific groups who are ‘neglected’ (e.g., girls, ethnic minorities, living in poverty, learning difficulties)?

●● When do pupils feel safe and happy at school? How do we know?

●● SEL Framework skills 4, 8, 13, 15, 16, 17

●● SEAL – New Beginnings and Managing Feelings

●● Focus on positive learning experiences

●● Design and management of playground

●● Friendship skills

My Feelings graphs show many children reporting high levels of negative emotions (e.g., anger, anxiety)

●● Which negative emotions are being reported?

●● Are there reasons why children report feeling sad, angry or anxious?

●● How inclusive are the friendship groups within the class?

●● Are the negative emotions related primarily to problems at home?

●● How inclusive and supportive are the peer groups within the class?

●● SEL Framework skills 1, 2, 4, 8, 11, 1 13, 16, 17

●● Primary SEAL – Good to be Me, Relationships, and sections of Getting On and Falling Out

●● Secondary SEAL – Learning About Me

29

Strand 2Step 3




My Feelings graphs show many children reporting low levels of positive experiences or high levels of negative experiences

●● How well do the pupils get on with each other?

●● Is there a lot of conflict in the playground?

●● Is there an appropriate balance between challenge, rewards and sanctions?

●● Do all children have the opportunity for success?

●● Is there a problem with bullying in the class/school?

●● SEL Framework skills 4, 10, 16, 17, 18

●● Primary SEAL – New Beginnings, Getting on and Falling out, Say No to Bullying

●● Review playground policy

●● Play leaders, buddies etc.

●● Review behaviour and anti-bullying policies

●● Midday supervisor training to include rewarding pupils

●● Restorative approaches

My Feelings graphs show many children reporting high levels of negative emotions at home

●● Is there a difference between reported feelings at home and at school?

●● Are staff aware of the children’s emotional difficulties?

●● How do we engage and support our pupils’ families?

●● Is there support that we can offer at whole school or class level?

●● Are there outside agencies that support families?


●● Family SEAL

●● Coping with Kids and other parenting courses

●● Dedicated staff support for family liaison

30

Strand 3: Planning small group or individual interventionsStep 3

The most relevant information for planning small group or individual interventions will come from the My Class feedback (both the sociogram and the individual pupils’ peer reputation graphs) and the My Feelings feedback.

The process of reflecting on the pupils’ social and emotional experiences, strengths, and difficulties is in fact the starting point of effective intervention. In all cases, the survey feedback needs to be considered alongside staff members’ careful observations and knowledge of the child. This process has the potential to help staff develop a proactive and empathetic approach towards vulnerable or unhappy pupils, and in turn influence their behaviour towards those individuals.

For example, the survey feedback can provide insights into why a particular child or young person is excluded or ostracised by peers (e.g., she might have a reputation for being disruptive or for being aggressive, even though those behaviours might not be obvious to the class teacher). It can also shed light on how the pupils perceive their own social and emotional experiences at school.

When planning interventions to support small groups or individual pupils, the following steps can be helpful:

●● Examine the sociograms and identify and list any pupils for further consideration. These are likely to include the pupils shown as ‘rejected’ (grey), ‘neglected’ (pink), and ‘controversial’ (orange).

●● Look at the My Class graphs showing the reputation of each pupil within the peer group. Identify any pupils of potential concern (e.g., high on disruptive, starting fights, or shy) who have not been identified on the sociogram, and add these to the list for further consideration.

●● Look at the My Feelings graphs showing the self-reported social and emotional experiences of each pupil. Identify any pupils of potential concern (e.g., low on positive social experiences, high on negative social experiences, high on negative emotions) who have not been identified on the sociogram, and add these to the list for further consideration.

●● Then, take each identified pupil from the list in turn and look at all the data available, referring to the SEL Framework in order to consider which skills need to be supported.

●● This discussion should also be informed by staff members’ knowledge of other issues relating to the pupils, such as:

– School refusal

– Truancy

– Incidents of violent behaviour

– Difficulties at home

– Self-harm

– Bullying problems

– Changes in academic performance or motivation

●● Using the Provision Map, identify which small-group or individual interventions would be appropriate for supporting the pupil.

●● For serious cases where individual pupils are felt to require further specialist assessments, referrals to outside agencies (e.g., Child and Adolescent Mental Health Service, Educational Psychology Service, Behaviour Support Service) should be considered. It might be useful to discuss these pupils’ needs at a multi-agency meeting.

Note: Some pupils identified will already be receiving support. The data collected should be used to enhance understanding, and can help with a review of the effectiveness of the current intervention and how it might be improved.

31

Strand 3Step 3

Remember that the sociogram is just a starting point. The results of the My Class and My Feelings surveys can show a number of different individual patterns that could feed into the planning of small-group and/or individual interventions. It is important to question the data alongside your knowledge of the child.

You might ask yourself:

Does the data surprise you or is this how you view the pupil?

In the table below we suggest some more specific questions you might consider with areas for development and example actions.




Sociogram: ‘Rejected’ (low on ML and high on LL)

My Class: Disruptive and Starts Fights

●● Are there any specific reasons for the pupils to be behaving in this way?

●● Is the pupil aware of the consequences of his/her behaviour?

●● What is the pupil’s emotional profile on the My Feelings survey?

●● What is the pupil’s behaviour like in the classroom?

●● Are there any triggers that lead to disruptive or aggressive behaviour?

●● What actions have already been taken? Were they effective?

●● SEL Framework skills 1, 8, 11-18

●● Primary SEAL – Getting On and Falling Out, Good to be Me (including small group work)

●● Anger management

●● Social skills groups

●● Conflict resolution

●● Student Assistance Programme


My Class: Shy

●● Is the pupil shy or a ‘loner’?

●● How much negative emotion does the pupil experience? (see My Feelings survey)

●● What do you think causes others to reject this pupil?

●● Is the child lacking social skills for establishing friendships?


●● Primary SEAL – New Beginnings, Getting On and Falling Out, Going for Goals

●● Support from Emotional Learning Support Assistant programme

●● Drama therapy

●● Peer support

32





My Class: Shy and Disruptive

●● Does the pupil have low levels of feelings of self-worth?●● Does the pupil lack the motivation to establish positive peer relationships?

●● How and where is the pupil disruptive?●● Does the pupil have the skills needed to manage peer group interactions?

●● SEL Framework skills 6, 9, 11, 12, 15, 16, 17, 18

●● Primary SEAL – Getting On and Falling Out (including small group work)

●● Support from Emotional Learning Support Assistant programme

●● Drama therapy●● Student Assistance Programme

Sociogram: ‘Controversial’ (high on ML and high on LL)

My Class: Disruptive and Starts Fights

●● Is the pupil impulsive and does he/she find it hard to manage emotions?

●● Does the pupil report angry feelings?●● Why might the pupil be disruptive and aggressive?●● Is the pupil’s behaviour rewarded by responses from peers?●● Is the pupil seen as ‘popular’ and high in status by peers and teachers?

●● How aware is the pupil of the impact of his/her behaviour on others?


●● Primary SEAL – Getting On and Falling Out, Good to be Me

●● Anger management●● Social skills groups●● SAP

Sociogram: ‘Controversial’ (high on ML and high on LL)

My Class: Leader

●● Do you use the pupil’s leadership qualities in a positive way at school?

●● Is the pupil a leader in the classroom as well as in the playground?

●● Is the pupil a leader or does s/he dominate or bully others?●● Does the pupil give others a chance to contribute?


●● Provide opportunities for pupil to take a positive leadership role in the classroom – for example class room responsibilities, organizing charity event, team leader during collaborative tasks

●● Structured pair/group work to to develop listening skills

●● Playground buddy●● Peer Support●● Supporter within a Circle of Friends group

Strand 3Step 3

33




Sociogram: ‘Neglected’ (low on ML and low on LL)

My Class: Shy

●● Has the pupil received any positive nominations at all? Are they reciprocated? If so what do you think is the quality of the relationships?

●● Does the pupil have the skills to make and maintain friendships?

●● Does the pupil frequently fall out with other pupils?

●● Is the pupil happy being alone or would they like to make more friends?


●● Primary SEAL – Getting On and Falling Out (including small group work)

●● Peer support

My Feelings: Low on Positive Experiences

●● Does the pupil have poor skills for joining peer groups?

●● Does the pupil lack confidence and withdraw from social interaction as a result?

●● Does the pupil interpret events in an overly negative way (and discount any positive experiences)?


●● Primary SEAL – Good to be Me (small group work)

●● SAP

My Feelings: High on Negative experiences

●● Is the pupil actively victimised by others?

●● Does the pupil make hostile interpretations giving rise to reactive aggression?

●● Does the pupil make negative interpretations giving rise to helplessness and social withdrawal?


●● Primary SEAL – Getting On and Falling Out, and Say No to Bullying


●● SAP

●● 1:1 Emotional Literacy support

Strand 3Step 3

34

Strand 3Step 3




My Feelings: High on Positive Experiences (despite having high rating of least liked by peers)

●● Do you think the child has an accurate perception of their experiences? How positive are their relationships really?

●● Is the pupil aware of his/her negative interactions, and others’ reactions to him/her?

●● Does the pupil sometimes draw on positive skills? How can this be strengthened to be improve peer relations?

●● SEL Framework skills 1, 2, 5, 11, 12, 16, 17

●● Primary SEAL small group work – Good to be Me, Getting On and Falling Out


My Feelings: High on Anxiety

●● Are there any particular reasons for the pupil to report high levels of anxiety? Are these feelings specific to particular events (e.g., around times of learning assessment or change within the family)?

●● Are these feelings associated with social experiences or related to academic work?

●● Does the pupil interpret what happens to him/her in a negative way which leads to feelings of helplessness and withdrawal?

●● Is the pupil rejected by his or her peers?●● Does his or her anxiety lead to a sense of anger or resentment?

●● What kind of behaviour does the anxiety lead to – withdrawal, disruptive, or even aggressive?


●● Primary SEAL small group work – Good to be Me

●● SAP●● Targeted small group work on anxiety (e.g., Friends for Life)

35

Strand 3Step 3




My Feelings: High on Positive Experiences (despite having high rating of least liked by peers)

●● Do you think the child has an accurate perception of their experiences? How positive are their relationships really?

●● Is the pupil aware of his/her negative interactions, and others’ reactions to him/her?

●● Does the pupil sometimes draw on positive skills? How can this be strengthened to be improve peer relations?


●● Primary SEAL small group work – Good to be Me, Getting On and Falling Out


My Feelings: High on Anxiety

●● Are there any particular reasons for the pupil to report high levels of anxiety? Are these feelings specific to particular events (e.g., around times of learning assessment or change within the family)?

●● Are these feelings associated with social experiences or related to academic work?

●● Does the pupil interpret what happens to him/her in a negative way which leads to feelings of helplessness and withdrawal?

●● Is the pupil rejected by his or her peers?●● Does his or her anxiety lead to a sense of anger or resentment?

●● What kind of behaviour does the anxiety lead to – withdrawal, disruptive, or even aggressive?



●● SAP●● Targeted small group work on anxiety (e.g., Friends for Life)




My feelings: High on Anger

●● What leads to these feelings of anger?

●● Does the pupil interpret things negatively, which leads to angry reactions?

●● Does the pupil have the skills to manage his/her feelings and impulses?

●● SEL Framework skills 1, 2, 6, 8, 9, 11, 12, 18


●● Anger management●● Conflict resolution

My Feelings: High on Depressive Symptoms

●● Are there any particular reasons that might make the pupil feel in this way? For example recent bereavement or loss, family separation etc.

●● Are these feelings linked to a sense of hopelessness and feelings of self-worth?

●● Are they linked to feelings of rejection within the peer group?

●● Have you got serious worries about the pupil’s well-being? ●● How long do you think the pupil has been feeling like this?


●● Primary SEAL small group work – Relationships

●● ELSA

My Feelings: High on Negative Emotions at Home

●● Are there any reasons that you know of that might make the pupil feel in this way (e.g., friction in the family, arrival of a new sibling or family break up)?

●● What support is the family receiving?

●● SEL Framework skills 1, 2, 8

●● Family SEAL

●● Coping with Kids

36

Strand 3Step 3




My feelings: High on negative emotions at school

●● Are problems from home spilling over into school?

●● Does the pupil have difficulties at school with peer relationships or learning?

●● Are there problems in the playground, classroom, or both?


●● Primary SEAL small group work●● Circle of friends●● Targeted small group work (e.g., Friends for Life)

My Feelings: Low on Self-Worth

●● Is the child aware of his/her own strengths?●● Does the low self-worth relate to academic difficulties, peer problems, and/or family issues?

●● Does the child lack social confidence?

●● SEL Framework skills 2, 4, 5, 6, 7, 8, 9, 15, 16


●● Individual or group work with ELSA

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My feelings: High on negative emotions at school

●● Are problems from home spilling over into school?

●● Does the pupil have difficulties at school with peer relationships or learning?

●● Are there problems in the playground, classroom, or both?


●● Primary SEAL small group work●● Circle of friends●● Targeted small group work (e.g., Friends for Life)

My Feelings: Low on Self-Worth

●● Is the child aware of his/her own strengths?●● Does the low self-worth relate to academic difficulties, peer problems, and/or family issues?

●● Does the child lack social confidence?

●● SEL Framework skills 2, 4, 5, 6, 7, 8, 9, 15, 16


●● Individual or group work with ELSA

Step 4: Implementation of actions planned

The next step of the process is to implement the interventions that have been planned. Records should be kept of which staff and pupils are involved, what they are doing, how often and for how long they are engaged in the activities, and why they are taking part in this work. Any problems that arise should be recorded, as should any clear indicators of positive change during the intervention.

Follow-up assessments at the end of the year should be used to monitor progress and plan actions for the following year – these may include continuing with the current interventions, adapting or modifying the interventions, or putting in place new provisions. The Learning Needs Analysis and Provision Map should also be revisited on an annual basis, as part of the school review process, to ensure that the most appropriate resources are in place and being deployed to best meet the needs of the children and young people.

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Appendix 1: Findings from the NBAR project in Bridgend and the Vale of Glamorgan

SampleThe NBAR project was carried out in two clusters of schools, including nine primary schools and one secondary school.

●● The Barry Cluster – volunteer schools were requested and all those who wished to be involved and were willing to attend an initial development day were included in the pilot.

●● The Portcawl Cluster – all schools in the cluster including the local comprehensive were involved in the pilot.

Each school nominated one or more classes to be involved in the process of assessment and tracking of specific interventions. All children and young people in these classes were involved in the pilot project at some level. However, it was also recognised from the outset that the project could and should relate to whole-school issues.

DesignThe project was designed to evaluate:

●● The impact of the whole project on the social and emotional experience of children and young people, with attention to the social and emotional climate of the school.

●● The effectiveness of different interventions at whole school, class, small group and individual levels, for children and young people presenting with a variety of different needs. This was achieved by considering changes in pupils’ social and emotional functioning over the course of the project.

The three assessment tools used within the Bridgend and Vale of Glamorgan project (My School, My Class, and My Feelings) were selected because they matched the aims of the project, and were designed to identify key issues (e.g., social relationships, behavioural reputation, self-perceptions, emotional experiences, and school climate) that link with the SEL Framework developed by the participating schools. The pupil survey tools currently being used are unique in that they provide at least two perspectives on the strengths and difficulties of children and young people – self-report and peer-report – to add to school staff’s existing knowledge.

Individual pupil data from the My Class and My Feelings online surveys were carried out with 556 pupils (368 primary pupils aged 8-10 years and 188 secondary pupils aged 11-12 years). Follow-up data was collected at a second timepoint for 525 of those pupils, approximately 6 months later for the primary school pupils, and 9 months later for the secondary comprehensive pupils.

A final timepoint of data collection took place for the primary school pupils (with data for 318 of the original 368 pupils) approximately 7 months after the second timepoint.

In addition, anonymous My School survey data from the staff (n = 180) and pupils (n = 870) from the primary schools were collected at the first timepoint to inform the planning of cross-cluster, whole-school strategies.

InterventionThe interventions took place between the timepoints, at several levels:

Staff development:

●● cluster development days to enable schools to share experiences and, with external support and facilitation, develop a strategic framework for social and emotional learning;

●● a range of cluster training delivered to support staff identified through the Learning Needs Analysis;

●● formal sessions such as the introduction of SEAL to the class teachers of target classes in the Porthcawl cluster;

39

●● the process of feedback around the assessments, which provides valuable insights into the pupils’ social and emotional profile and encourages reflective discussion about the social and emotional dynamics at school

Whole school and whole class interventions, based around the implementation of SEAL:

●● Information from the surveys and provision mapping tool identified three key areas for development in the clusters:

– Developing a sense of belonging

– Conflict resolution

– Managing feelings

●● Porthcawl: Implementation of three themes from SEAL that related to these issues over the project period, to include assemblies, whole-class learning opportunities, cross-curriculum reinforcement, and family activities.

●● Barry: Development of a new scheme of work to enhance existing SEAL implementation

●● Strategies for grouping pupils and for general classroom management were informed by the results of the assessments, and were supported by the NBAR project team

●● Additional whole-class interventions included team-building activities and structured Circle Time opportunities

Small group and individual interventions have also been targeted in the schools in the light of the data from the assessments. These included a variety of targeted strategies, including:

●● Circle of Friends



●● Emotional literacy

●● Friends for Life

●● Student Assistance Programme (SAP)

Appendix 1

40

Posit

ive Ex

p.

Negati

ve Ex

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Anger

Anxiet

y

Depre

ssion

Neg. E

motion

(Sch

ool)

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Time 2Time 1

Posit

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Time 2Time 3

Time 1

Summary of key findings7

The graph below shows the change in the average My Feelings scores over the first two timepoints (n = 380 primary and secondary pupils with complete data).

The stars indicate statistically significant reductions (p < . 01) in all of the negative experiences and emotions.

The graph below shows the change in the average My Feelings scores over the three timepoints (n = 226 primary pupils with complete data). The stars indicate statistically significant linear trends (p < . 005, except for negative emotions at school, p < .06) in all of the experiences and emotions, with the exception of self-perceptions. Thus, the improvements in socio-emotional experiences identified between the first two timepoints were maintained through to the final timepoint.

Appendix 1

7 Statistical significance is indicated using p values. Conventionally, p values smaller than 0.05 are considered to indicate statistical significance.

41

Based on the assessments and the teachers’ knowledge of the pupils, tailored individual and/or small-group activities were recorded for 106 of the primary school pupils. These ranged from Circle of Friends to small group sessions on anger management to individual support with emotional literacy, depending on the needs of the pupils.

This group was extremely heterogeneous, but statistically significant overall changes from the first to the second timepoint were found in two aspects of My Feelings: mean scores for perceptions of negative social experiences (e.g., peer victimisation) declined from 1.01 to .82, and mean scores for anger declined from 1.14 to .98 (p < .05). These changes were broadly maintained at the final follow-up (the two mean scores were .90 and 1.02, respectively).

The numbers of children experiencing each specific type of intervention were too small to assess the statistical significance of changes in assessment scores, but several examples are provided below of changes in average scores on the key measures relating to particular intervention strategies.

●● Anger Management staff and School Counsellors worked with different children, but a very similar positive trend in children’s self-reported anger was found:

Appendix 1

0

1

2

3

Mea

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nger

Time 2Time 3

Time 1

Anger management (6 children)

School Counsellor(8 children)

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●● Circle of Friends was used to support the friendships of a number of selected children. From Time 1 to Time 2 a movement from below average to average levels of peer acceptance (based on the number of Most-Like peer nominations received) was found, and the average level of peer acceptance was maintained at Time 3:

●● A small group of 5 children who received targeted work on Emotional Literacy showed a general improvement in all aspects of My Feelings (which was stronger than the overall improvement seen in the whole sample), with the exception of self-perception scores, where the improvement from Time 1 to Time 2 was not maintained at Time 3:

Appendix 1

Posit

ive Ex

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Anger

Anxiet

y

Depre

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(Sch

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Time 2Time 3

Time 1

-1

0

1

Mea

n Pe

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ccep

tanc

e(0

= a

vera

ge)

Time 2Time 3

Time 1

Circle of friends (8 children)

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Provided below is an example of the assessment, intervention, and progress monitoring process, with one girl who was in Year 4 at Time 1 and Year 5 at Time 3.

At the Time 1 assessment, this girl was recognised by both the peer group and her teacher as very shy and quiet, and was often seen to be ‘on her own’. Although her behaviour was not a major cause for concern, the teacher perceived that she could benefit from support to help her feel more settled in her social experiences at school.

This was backed up by the girl’s own self-reported response to the My Feelings survey, which showed that she scored much higher than the class average for perceptions of negative social experiences (e.g., she gave the highest possible score to the item in the survey about feeling left out).

The sociogram (part of which is shown below, with the girl highlighted in the red ring) revealed that although she did have one reciprocated positive nomination, she was clearly not embedded within a social group.

In the course of the project, the friendship difficulties that were perceived to be holding this girl back were addressed by the class teacher in a variety of ways – she carefully considered a strategy for grouping the girl with other children during normal classroom activities. In addition, small-group work on team-building and emotional literacy was carried out to support her social relationships.

Appendix 1

0

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Angry

Anxious

Depre

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orth-3-2-1012345

ML LL

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At the Time 3 assessment, the teacher was pleased to see that the girl had fully settled within a robust friendship group, as shown in the class sociogram (see below – the girl is again highlighted with a red ring). She is now seen by her peers as cooperative and having leadership qualities; in fact, she is not identified as shy at all.

She also reports very positively on her socio-emotional experiences, scoring lowest in the class on negative peer experiences and all negative emotions. Her responses indicate that she ‘almost never’ feel these ways. The class teacher felt that the assessment and intervention process was crucial for enabling this girl to flourish and achieve her potential.

Appendix 1

0

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Appendix 1

Finally, one of the primary schools provided a comparable volume of My School data (from three classes of children) at both the beginning (n = 83) and the end (n = 96) of the project. The graph below shows that modest improvements were found in all dimensions of school climate rated by the pupils, with statistically significant improvements (p < .05, shown by stars) in their perceptions of children’s social and emotional skills8, as well as in their perceptions of adults’ enjoyment of school9.

Enjoy

ment o

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Socia

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How children are perceived

How adults are perceived

8 Items include “Children at this school deal with arguments in a peaceful way” and “Children at this school think about how other people are feeling”9 Items include “Teachers and other adults at this school enjoy coming to school” and “Teachers and other adults at this school have fun at school”

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Appendix 2: Preparatory activity for developing SEL Framework

Aim To find out what skills, qualities and attributes people need to be successful and happy in Porthcawl or Barry.

BackgroundThe project is designed to explore the skills, values, attitudes and dispositions that children and young people need to learn if they are to be fulfilled and active adults in Porthcawl or Barry. This preliminary activity provides an opportunity for everyone to be involved in the identification of these skills.

These activities might be completed with any group of children and young people from KS1 to KS4 or any adults.

Involvement of children in KS1 and Foundation Stage might require additional support and some simplification of the tasks. You know your children and should adapt and modify them as you see fit.

The activity might follow a stimulus discussion around a suitable story. This might be followed by a community of enquiry, if you use this approach.

Core activitiesFollowing a warm up activity the next task is to identify the qualities and attributes of our ‘ideal’ person of the future – the person that the children and young people of today might become.

This can be done in several ways, two of which are described below.

Activity 1

EITHER: Ask the participants to:

‘Think of a person you admire. It might be someone you know, someone who lives in your neighbourhood, someone famous or even someone from history or literature.’

List some words to describe them and why you admire them.

Write these words on sticky notes so there is one word on each of the sticky notes.

OR: Draw an outline body.

Explain:

‘Just imagine this is an ideal Porthcawl or Barry citizen of the future. Write down some of the words you would use to describe this person. Write one word or phrase on each sticky note. The idea is to generate a fairly long list.’

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Ask participants to write a particular attribute or quality on a post-it note and stick it on the diagram in the right place. If the quality is good for the individual themselves they should place it towards the right hand side of the diagram. If it is good for the community it should be placed towards the top of the diagram. This means that qualities that are both good for the individual and the community are placed in the top right quadrant towards the top right corner.

Take all the words from the top right quadrant and discard the others. Our aim in the project is to encourage the development of qualities that are ‘good’ for individuals and ‘good’ for the community.

Participants should work in groups or as a whole group. For each of the qualities from the top right hand quadrant they should identify what they would need to learn (dispositions, understanding, skills and knowledge) to acquire this quality. These dispositions, understandings, skills and knowledge should be collated so that any overlaps are discarded. These are used to develop the school’s own SEL Framework.

+ Positive for Community

+ Positive for Individual

– Negative for Individual

– Negative for Community

Activity 2

Draw the diagram below in large on a flip chart or on the white board.

Appendix 2

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Appendix 3: Examples of interventions

1. Peer Support

Time scale for intervention

Once trained the peer supporters are available in schools on an on-going basis.

What the intervention entails

●● Pupil facilitators in schools are available to their peers and offer a listening service and deliver planned scripts.

●● Staff monitor and measure impact by the incidents at play time decreasing.

●● Resources are provided.

●● Project staff offer ongoing support.

2. Classroom Management


Once trained the school uses the strategies on an ongoing basis.


Following the examination of assessment results - ongoing meetings and discussion between specialist teacher for behaviour and class teachers about appropriate classroom management strategies in relation to identified problem areas in assessment. These include:

●● Differentiation strategies

●● Classroom arrangement of groups/tables/chairs etc

●● Careful planning of where pupils sit

●● Pupils given monitoring roles

●● Pupils asked to help pupils less able than themselves

●● Pupils help in infant classrooms

●● Pupils referred to outside agencies

NB Assertive discipline training is provided by the Primary Behaviour Improvement Team to cover the basics of behaviour management.

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Appendix 3

3. Coping with Kids


Three sessions of two and a half hours duration.


An assertive discipline course for parents based on the principles of rules, rewards and consequences. It involves:

●● During the sessions parents are given alternative realistic scenarios to discuss

●● Parents’ problems discussed and solutions offered

●● Parents given tasks to complete prior to next meeting

●● Parents supported in an informal, helpful atmosphere

●● Long and short term solutions offered

4. Social and Emotional Aspects of Learning (SEAL)


Once trained SEAL is used on an ongoing basis.


●● Ongoing teaching of the social and emotional skills identified in SEAL

●● Scheme of work prepared offering schools lesson plans that include activities, resources, lesson objectives, Welsh, key skills and assessment

●● Schools encouraged to include SEAL on timetables and in weekly planning

●● Whole school approaches to promoting social and emotional skills

●● Schools trained in the basics of SEAL and how to use the SOW

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5. 1:1 Emotional Literacy


Weekly sessions of half an hour for six weeks either in a group or individually.


The sessions include:

●● Check in: How is the child feeling? How has the previous week been for the child?

●● Emotional Literacy pack includes recognising emotions, connecting emotions to contain situations, empathy, body language, connecting emotions to ability to work and concentrate, appropriate responses for the individual child, passive aggressive or assertive responses, and the importance of being ‘me’.

●● Check out: Any questions? Social situation to try out that is relevant to child and their particular needs.

Appendix 3

6. Conflict Resolution


30 minutes weekly for six weeks, either in a group or individually.


●● Check in. How are you feeling? Rate on a ‘1-10 scale’

●● Warm up e.g Chinese whispers, sticky stuff, sequence activity

●● Children experience a listening activity- questionnaire

●● Children are asked to look at their physical selves and abilities, taking on board the power of the activities and their gross and fine motor skills

●● Children are asked to share sweets/ fruit/ treats between themselves unfairly. Discussion includes who receives treat and why, discuss fair and unfair, deserving and undeserving.

●● Children experience activity that includes conflict- discussion includes conflict avoiders, passive, assertive, aggressive, helping others to help yourself, teamwork.

●● Outdoor activity- teamwork- discussion for success, failure and improvement.

●● Check out. Rate on a ‘1-10 scale’ - How are you feeling?

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Appendix 3

7. Emotional Literacy Support Assistant (ELSA)


These interventions will be used as and when needed on an ongoing basis.


Children are identified for support by the ELSA who provides individual support using the skills acquired during the training. These include: the basics of SEL, anger management, social stories, bereavement.

8. Drama Therapy


6 sessions of 30 minutes.


Each session includes:

●● Check in: How you feeling? Children score themselves on a scale of 1-10

●● Warm up activity

●● The children are read a story, such as ‘The maligned Wolf’ (or other fairy tale reversed)

●● Children put themselves into character parts, discussion includes why they would be good for the part- their group behaviour is closely observed by facilitator – particularly whether they compromise etc.

●● Children act out the story, experiencing the story line and emotion through the safety of ‘the character’

●● Plenary discussion: Who felt what?, Why?, and how else could things have been done?

●● Check out-: How are you feeling? Children score themselves on a scale of 1-10.

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Appendix 3

9. Circle of Friends


Five weekly small group sessions of approximately 15 minutes duration.


●● Initial whole class meeting without the target child - problems discussed and support volunteers are chosen to join the Circle of Friends group.

●● The Circle of Friends for the target child meets for 5 weekly sessions with a facilitator and the target child. They discuss and commit to offering appropriate support to the target child.

10. Anger Management


Six weekly small group sessions of approximately 1 hour duration.


The small group sessions cover:

●● Understanding of physical aspects of anger

●● Understanding of what makes each individual become angry

●● Learning ways of avoiding anger

●● Learning how to cope with anger

●● Drawing up peace plan

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AcknowledgementsWith special thanks to all specialists involved in this resource

Dr Robin Banerjee, School of Psychology, University of SussexDeborah Michel, Centre for Wise EducationJulie Hough, Julie Hough Associates Nichola Jones, Group Manager Inclusion, Bridgend County Borough Council

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