cross phase seal network
DESCRIPTION
Cross Phase SEAL Network. Agenda: please note that the afternoon session will be divided into Primary and Secondary. Session Aims. Share the LA and school focus for SEAL Develop links between primary and secondary SEAL and SEAL through partnerships - PowerPoint PPT PresentationTRANSCRIPT
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Cross Phase SEAL Network
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Agenda: please note that the afternoon session will be divided into Primary and Secondary.
9.00-9.15 COFFEE
9.15-9.20 INTRODUCTION JG
9.20-9.50 ANTI-BULLYING JC
9.50-10.00 SEAL SKILL JG
10.00-10.45 SEF and SEAL CW and KD
10.45-11.00 COFFEE
11.00- 11.45 PLANNING SEAL JG
11.45-11.55 SEAL SKILL ML
11.55-12.40 TRANSITION JC/ML/CW
12.40-1.30 LUNCH
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Session Aims
• 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 (SEF)
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Introductions
Jason Goddard
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SEAL Principles
Young people who…
‘…learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’.
Adapted from Reva Klein, Defying Disaffection
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David Moore HMI Ofsted, says “Structure liberates”
Ofsted evidence reports not on how ‘fluffy and nice’ a school is, but on how ‘outstanding the classroom/learning environment is’.
All staff therefore must be FULLY on board
SEAL must be linked to the SDP and schools need to revisit their core values and ethos.
SEAL is not about doing – but engaging, therefore, monitoring and evaluation must be integral as:
Schools will need to identify in their SEF the impact SEAL is having in the school and demonstrate this in relation to the ECM criteria.
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Why are these central to school improvement?
Overwhelming evidence demonstrates that well-designed programmes to promote social and emotional skills result in:
• Lower levels in stress and anxiety• Better academic results for all pupils and schools• More effective learning• Higher motivation• Better behaviour• Improved school attendance• More responsible pupils, better able to positively
contribute to society• Higher morale, performance and retention of staff• A more positive school ethos
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If we don’t address emotional health and well being…
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Because if we don’t….If we don’t address If we don’t address emotional emotional health and well health and well being…being…
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Date Partnership Venue
25th February East Dorset and
ChristchurchThe Hub: Verwood
26th February West and North
DorsetKingston Mauward
5th March Purbeck and Chesil Kingston Mauward
4th June East Dorset and
ChristchurchThe Hub: Verwood
11th June West and North
DorsetKingston Mauward
18th June Purbeck and Chesil Kingston Mauward
2nd July
SEAL CONFERENCE: CROSS PHASE
Springfield
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Yes – it is anti-bullying and not November!
Jayne Cottingham
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Anti-bullying
• Survey completed last meeting – results
• SEAL SEF and anti bullying
• Updates including-
• SEAL guidance
• Healthy schools
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Has policy been reviewed since it was first introduced?
02468
101214
Yes No Annually
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Identifi ed key issues as having an impact (pol icy/ action)
0
1
2
3
4
5
6
7
8
Racism Homophobia Disabi l i ty Sexual har assment Rel igious issues LAC Weight Cyber Bul lying
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Is your school signed up to the charter?
0
2
4
6
8
Yes No Don't know
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Are any of the following used regularly to reduce bullying?
0
2
4
6
8
10
12
14
16
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Are any of the following used as a reactive strategy to reduce bullying?
02468
10121416
Less
ons
Beha
viou
rst
rate
gies
Play
grou
ndtra
inin
g
Asse
rtive
ness
train
ing
Circ
le ti
me
Med
iatio
n
Peer
sup
port
Cou
nsel
ling R
J
Bully
cou
rts
SSC
T
Agen
cies
Oth
er
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Which are in place for students to report bullying?
02468
10
Scho
ol co
uncil
Bully
box
etc
.
Peer
/Bud
dies
Text
sys
tem
Stud
ent
ques
tionn
aires
Tuto
r tim
e
Scho
olnu
rse/
Adult
coun
sello
r
Teac
her/T
A Oth
er
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Who has received training in the last 12 months?
0
2
4
6
8
10
Teachingstaff
Supportstaff
Lunchtimestaff
Otherschool staff
Governors None
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SEAL SEF –Section 4Personal development and well-being
• Focusing-
• Pupil surveys are completed on a regular basis in recognition of the DCSF charter and guidance
• There is an anti-bullying policy
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SEAL SEF –Section 4Personal development and well-being
• Developing-
• Questionnaires include pupils and all staff in order to address the perception gap.
• SEAL resources and other anti-bullying materials are used to support the development of appropriate intervention.
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SEAL SEF –Section 4Personal development and well-being
• Establishing-
• Parents/ carers are regularly surveyed on their view about bullying.
• All types of bullying are recorded and interventions monitored.
• Pupils are confident in reporting bullying.
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SEAL SEF –Section 4Personal development and well-being
• Enhancing-
• All staff are confident in dealing with all types of bullying.
• Parents are confident about sharing their concerns about bullying with staff.
• Pupils are committed to supporting each other through well established systems.
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Updates-
• Anti-bullying bulletin
• SEAL resources
• Healthy schools guidance (very good)!
• Staff and pupil safety
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SEAL skill
Jason Goddard
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Improve your listening
Working in pairs. Read each statement to your partner then repeat them back to you word for word. Repeat until they do. The three statements get increasingly complex.
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Level 1
I can’t do that with friends rather than family unless it isn’t raining and the wind is blowing from the east
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Level 2
Roasted in coconut oil and lightly salted, you’ll enjoy the smooth richness, the unique flavour of this entirely Australian nut
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Level 3
If Jim and Helen go by car and Rich and Liam come by train, although somebody, possibly Malcolm, will have to pick them up from the station, and the rest of us, including Colin, catch the 2.37 bus, we should all arrive simultaneously at around 4.11
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School Evaluation Form (SEF) and SEAL
Clare Williams and Kate Duxbury
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PLANNING SEAL
Jason Goddard
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WHY SEAL? Because: Because:
‘‘Every teacher Every teacher knows that, to knows that, to learn successfully, learn successfully, young people must young people must feel happy and feel happy and secure within the secure within the school school environment.’environment.’
Hellaby, L. ‘Hellaby, L. ‘Walking the Talk…’Walking the Talk…’ (London, Fulton (London, Fulton 2004)2004)
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Achievement and Emotions….
Because ‘Students who are anxious, angry or depressed can’t learn…’
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‘…young people in these states cannot take in information efficiently or deal with it well…’Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)
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Percentage of eleven to fifteen year olds who agree: “Most students in my class are kind and helpful.”• Switzerland 81 • Sweden 77 • Germany 76 • Denmark 73 • France 54 • United States 53 • Russia 46 • England 43 Richard Layard ‘Happiness - Lessons from a New Science’ 2005
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Comprehensive whole school approach
Is a model in which:
Every subject explicitly identifies the SEAL skills in their scheme of work, to provide:
Direct and focused whole class/group learning opportunities:
(tutor time, across curriculum and outside formal lessons)
Teaching and learning approaches that support the acquisition and consolidation of social and emotional skills
Whole staff engagement in continuing professional development
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Whole school approach to the introduction of themes
Staff meetings - to focus
Assembly - to introduce
Tutor groups - to develop
Across the curriculum/extra curricula activities - to enhance
PSHE to establish
Across the school - to embed
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How Do Our Learners Feel?
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anxious
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What is a SEAL lesson?Teaching in the style of SEAL- every lesson is a
SEAL lesson when staff:
• are aware of their power and the responsibilities that this confers
• strive to create a safe teaching and learning environment
• plan lessons/learning opportunities with SEAL outcomes
• model SEAL behaviour i.e. explicitly demonstrate emotionally intelligent behaviour
• recognise and praise appropriate behaviour
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We are learning to understand how and why summin or nuffin happened to this Macbeth guy n his bitches
Look at the ‘what motivates you’ scenarios and identify internal and external motivators.
Plot on the ‘motivator quadrant’ where we are now and what we need to do to move to different quadrants.
Then get on with the coursework and no you can’t go to the IT room
26. I can identify barriers to achieving a goal and identify how I am going to overcome them
What I want you to LEARNHOW I want you to do it
What I want you to do
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We are learning to understand how and why summin or nuffin happened to this Macbeth guy n his bitches
Look at the ‘what motivates you’ scenarios and identify internal and external motivators.
Plot on the ‘motivator quadrant’ where we are now and what we need to do to move to different quadrants.
Then get on with the coursework and no you can’t go to the IT room
26. I can identify barriers to achieving a goal and identify how I am going to overcome them
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Be nice & teach less so they can learn more!!
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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
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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
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The real reason we are in education is to have a significant impact on the whole development of the young person - isn’t it?
SEAL is concerned with the whole person and that includes you.
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SEAL SKILL
MIRIAM LEIGH
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Secondary afternoon
Kate, Jayne and Jason
FOLLOW UP FROM LAST NETWORK
PLANNING: SMALL GROUP WORK
PARENTS AND SEAL
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Parents and SEAL
Kate Duxbury