Cross Phase SEAL Network

Cross Phase SEAL Network

Agenda: please note that the afternoon session will be divided into Primary and Secondary.

9.00-9.15 COFFEE

9.15-9.45 INTRODUCTION CW/JG

9.45-10.00 GROUP ACTIVITY KD

10.00-10.30 WHY SEAL? ML

10.30-10.45 FAMILY SEAL CW

10.45-11.15 COFFEE

11.15- 11.25 QUESTION AND ANSWER

KD

11.25-12.20 SEF AND ACTION CW AND JG

12.20-12.30 ANTI-BULLYING JC

12.30-1.30 LUNCH

Session Aims

• Present the Dorset cross phase SEAL approach

• Share the LA and school focus for SEAL• Develop links between primary and

secondary SEAL and SEAL through partnerships

• Highlight tools for the monitoring and evaluation of SEAL

Introductions and where are we in Dorset with SEAL?

Clare Williams and Jason Goddard

LA SEAL Action Plan Priorities1. To implement and imbed SEAL within

Dorset Schools• 75% + Primaries and 55% Secondaries• Cross phase networks• Cross phase best practice conference – 2nd July

2009• Primary and Secondary Lead schools• SEAL Self reviews in place and pupil

questionnaire as baseline• Implementation of Rainbow• Transitional links established Y4-5, Y6-7 and

Pre-school/EY• Family SEAL

2. To Embed SEAL within Children’s services overall strategy for achieving ECM

• Steering group established

• Training delivered to SIPs

• SEAL team link person to other services eg. LAC, BSS etc

• Rainbow training to services and Inspectors

3. To develop SEAL monitoring and evaluation systems

• Implementation of Pupil Questionnaire

• Development of pupil questionnaire CD ROM for schools to access their own SEAL data

• Attendance and Attainment data compiled and linked to SEAL Data

• Processing of Impact Survey Data

• Staff SEAL questionnaire

New Primary SEAL Schools for 2008-9(See handout for full list of Primary SEAL Schools)

East Dorset and Christchurch

North and west Dorset

Chesil and Purbeck

Burton Primary Cerne Abbas Corfe Castle

Christchurch Infant Loders Primary Swanage First

Hillside First Sherborne Primary

Verwood First Shillingstone Primary

Trinity First Trent Young Endowed

William Barnes Primary

Sticklands Primary

SEAL Schools for 2008-9Partnership Leading School New School Special

school Learning zone(Leading

centres)

Christchurch The Grange Christchurch

East Dorset Ferndown UpperEmmanuel

Allenbourne

Cranborne

Wimborne

West Dorset Woodroofe Bridport

North Dorset Gryphon Gillingham

Sturminster Newton

Yewstock Sherborne

Chesil Wey ValleyAll Saints

Budmouth

Royal Manor

Westfield Chesil

Purbeck SandfordWareham

Dorchester St Mary’s

Dorchester Middle

Dorchester

Date Partnership Venue

2nd October

East Dorset and Christchurch The Hub: Verwood

15th October

Purbeck and Chesil Kingston Mauward

16th October

West and North Dorset Kingston Mauward

25th February

East Dorset and Christchurch The Hub: Verwood

26th February

West and North Dorset Kingston Mauward

5th March

Purbeck and Chesil Kingston Mauward

4th June

East Dorset and Christchurch The Hub: Verwood

11th June

West and North Dorset Kingston Mauward

18th June

Purbeck and Chesil Kingston Mauward

2nd July

SEAL CONFERENCE: CROSS PHASE

Springfield

Self image

Managing Feelings

Managing Behaviour

Independence

Resilience

Friendships

Attitudes to Teachers and School

InsanityInsanity

Doing the same thingDoing the same thing

the same waythe same way

and expecting a different and expecting a different result.result.

InsanityInsanity

Doing the same thingDoing the same thing

the same waythe same way

and expecting a different and expecting a different resultresult.

Why SEAL?

Miriam Leigh

Why SEAL?

Miriam Leigh

What are the links to learning?

In pairs/threes Look at the statements which

describe different behaviours Place them on the Venn diagram in

the area you think fits the description best

Activity

Do these skills impact on learning?

Look at the descriptions again Put them in rank order of the skills

needed to access the learning opportunities available within a classroom and school

Consider how are these skills developed and taught

Activity

How does SEAL support learning? People do not think clearly under stress

People only pay attention to information which is meaningful emotionally. Learning needs to be personally compelling, deeply felt and vividly real

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

An emotionally healthy child or young person can …• Develop psychologically, emotionally, intellectually

and spiritually• Initiate, develop and sustain mutually satisfying

personal relationships• Use and enjoy solitude• Become aware of others and to empathise with

them• Play and learn• Develop a sense of right and wrong• Face problems and setbacks and learn from them, in

ways appropriate for the child’s age.

‘Bright Futures’ (Mental Health Foundation 1999)

Outcomes for children and young people - ECM

Be HealthyEnjoying good physical

and mental health

and living a healthy lifestyle

Stay SafeBeing protected from harm

andneglect

and growing up able to look after themselves

Enjoy and achieveGetting the most out of life

anddeveloping broad skills

for adulthood

Achieve economicWell-being

Engage in further education or employment

and live in decent homesand communities

Making a positive Contribution

To the community and to society

and not engaging in anti-social

or offending behaviour

Family SEAL

Clare Williams

Family SEAL

• Making explicit links between the support parents provide their children when they are developing social and emotional skills

• Principles:• Collaboration• Sharing ideas• Recognition• Respect• Understanding children need certain skills to make the

most of social opportunities for learning

Family SEAL – The Resource

• The introductory workshop

• The 7 workshops – Guidelines and activities

• Power point supporting presentations

• Activities and resources

FROME VALLEY

PARENT OPEN AFTERNOON

Primary Family SEAL schoolsPilot schools Autumn 2007

Beechcroft St PaulsBrackenburySt. Mary’s

CharminsterFrome ValleySt. Mary’s BridportHayeswood

Autumn 2008

BroadmaynePiddle ValleyManor parkLady St Mary FirstStalbridge PrimarySymondsburyPuddletownSt. Mary the VirginBridport PrimaryParrett and AxeHazelbury BryanSomerford primarySouthwellSt. Mary Charminster

Question and Answer

Kate Duxbury

School Evaluation Form (SEF) and SEAL

Clare Williams and Jason Goddard

Primary SEAL Self ReviewNine Categories recorded under focussing,

developing, establishing, enhancing :

• Leadership and Management• Curriculum Planning and Resourcing• Learning and teaching• School culture and environment• Pupil Voice• Provision of pupil support services• Staff professional development , health and

welfare• Partnership with parents/carers and community• Assessing, recording and reporting achievement

Primary SEAL self review grid 2008

0

2

4

6

8

10

12

14

16

18

20

0-9 overall score 10-18 overall score 19-27 overall score 28-36 overall score

Focusing Developing Establishing Enhancing

Stage of Implementation

Nu

mb

er o

f S

cho

ols

Tranche 1

Tranche 2

Tranche 3

Tranche 4

SEAL self review returns from schools

0

10

20

30

40

50

60

Tranche 1 Tranche 2 Tranche 3 Tranche 4

Nu

mb

er o

f sc

ho

ols

Schools returned

Total no. schools

Questions

Working within your groups:1. What evidence are you using to

demonstrate SEAL across your school?2. How can collaborative work across

phases develop this evidence?3. What is your next action as an individual

school?

Anti- Bullying

Jayne Cottingham

Anti-Bullying Week

• This is the 17th November to 23rd

• Theme- Diversity and Difference

• Conference on the 6th November at the Springfield

The Law

• The law requires that teachers-

• All staff must apply the schools rewards and sanctions lawfully.

• Promote as far as possible that pupils are free from bullying and harassment.

Dorset’s vision for schools-

• All schools sign and display the charter• All schools are trained in restorative practise• All schools have a form of peer/ mentoring

scheme • All schools have an up to date policy on bullying• All schools have the healthy schools

accreditation

Secondary afternoon

Kate, Jayne and Jason

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

Theme 1Social Skills and

empathy

Theme 2Motivation and self-

awareness

Theme 3 Self-awareness and managing feelings

STEP 3Development of learning opportunities

STEP 1Exploration and development of

understanding for each theme

STEP 2Identification of learning and teaching approach and

subject area

Learning outcomes for pupils and enhanced understanding for staff.

STEP 4Trying out the learning opportunities – review and

reflection

Introductory theme

Year 7 only

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

Theme 1Social Skills and

empathy

Theme 2Motivation and self-

awareness

Theme 3 Self-awareness and managing feelings

STEP 3Development of learning opportunities

STEP 1Exploration and development of

understanding for each theme

STEP 2Identification of learning and teaching approach and

subject area

Learning outcomes for pupils and enhanced understanding for staff.

STEP 4Trying out the learning opportunities – review and

reflection

Introductory theme

Year 7 only

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

INTERNAL Context

Psychological

Physiological/Physical

EXTERNAL

Context

School-based structures

Societal expectations

Families and communities

Theme 1Social Skills and

empathy

Theme 2Motivation and self-

awareness

Theme 3 Self-awareness and managing feelings

STEP 3Development of learning opportunities

STEP 1Exploration and development of

understanding for each theme

STEP 2Identification of learning and teaching approach and

subject area

Learning outcomes for pupils and enhanced understanding for staff.

STEP 4Trying out the learning opportunities – review and

reflection

Introductory theme

Year 7 only

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

Theme 1Social Skills and

empathy

Theme 2Motivation and self-

awareness

Theme 3 Self-awareness and managing feelings

STEP 3Development of learning opportunities

STEP 1Exploration and development of

understanding for each theme

STEP 2Identification of learning and teaching approach and

subject area

Learning outcomes for pupils and enhanced understanding for staff.

STEP 4Trying out the learning opportunities – review and

reflection

Introductory theme

Year 7 only

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

Theme 1Social Skills and

empathy

Theme 2Motivation and self-

awareness

Theme 3 Self-awareness and managing feelings

STEP 3Development of learning opportunities

STEP 1Exploration and development of

understanding for each theme

STEP 2Identification of learning and teaching approach and

subject area

Learning outcomes for pupils and enhanced understanding for staff.

STEP 4Trying out the learning opportunities – review and

reflection

Introductory theme

Year 7 only

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

Aims PLTS SEAL

Successful learnersReflective learnersIndependent enquirers

MotivationWorking towards goals

Confident individualsSuccessful learners

Reflective learnersCreative thinkers

MotivationPersistence, resilience and optimism

Confident individuals Self managers

Managing feelingsExpression of emotionsChanging uncomfortable feelings and increasing pleasant feelings

Confident individuals Self managersSelf awarenessUnderstanding my feelings

Confident individualsSuccessful learners

Reflective learnersSelf-managers

Self awarenessKnowing myself

Responsible citizens Team workersSocial skillsBuilding + maintaining relationshipsBelonging to groups

Confident individuals Effective participatorsSocial skillsSolving problems including interpersonal ones

Responsible citizens Team workersEmpathyUnderstanding the thoughts and feelings of others, Valuing and supporting others

What I want you to learn

What I want you to do

How I want you to do it

A&D, CI, D&T, En, Ge, Hi,

ICT, Ma, MFL, Mu, PE,

PSHE, RE, Sc

SEAL, PLTS

Functional Skills

LiL, L2L

What I want you to learn

What I want you to do

How I want you to do it

A&D, CI, D&T, En, Ge, Hi,

ICT, Ma, MFL, Mu, PE,

PSHE, RE, Sc

SEAL, PLTS

Functional Skills

LiL, L2L

Statements of attainment

Assessing Pupil Progress

Learning outcomes for SEAL

PLTS 6 skill areas

Parents and SEAL

Kate Duxbury