Social and Emotional Aspects of Learning for Secondary Schools

1. Social and Emotional Aspects of Learning for Secondary Schools Lancashire Secondary Strategy Managers Meetings 21st and 22nd June 2007

2. What is SEAL? • Promotes social and emotional skills that underpin effective learning - positive behaviour - regular attendance - staff effectiveness - emotional health and well being; pupils, staff, parents

3. Whole school approach; climate and conditions Direct and focused learning opportunities for whole classes Learning and teaching opportunities re social and emotional skills Professional development of whole staff What is SEAL?

4. Positive relationships Understanding and managing emotions, thoughts and behaviours Response to emotions and behaviours in others Social and Emotional Skills

5. SEAL Benefits • Effective and successful learners • Self motivated learners • Ability to make and sustain friendships • Deal with / resolve conflict effectively and fairly • Solve problems with others or by themselves • Manage frustration, anger, anxiety • Promote calm, optimistic attitudes leading to goal achievement • Resilience and persistence; recovery from setbacks • Cooperative working • Recognise and stand up for personal and the rights of others • Tolerance; understand the beliefs and values of others

6. Links • Inclusion • ECM • Attendance • Primary SEAL • Healthy Schools • Personalised learning • AfL and LaL • Builds on Core Day 4 • PSHE • Bullying

7. Implementation • Whole school approach • Emotional ‘readiness’ of staff • School ethos and culture • Leadership and management • Creating the vision • Involvement of parents and carers • Primary SEAL • Monitoring and evaluation

8. Professional Development • Emotionally intelligent/resilient staff will allow greater impact and success • Modelling – powerful • Teaching – fundamentally a social activity requiring high levels of social and emotional skill; makes the job more enjoyable and manageable • Contributes to staff well being • Includes all staff employed by the school

9. Professional Development • Negotiate, set and embed ground rules; tolerance, non judgemental, confidentiality • Specific and time limited tasks; safe boundaries • Clear rationale for activities; explicit • Time for development and reflection • Clear logical sequence of activities/learning opportunities • Engagement and progress

10. Professional Development • Use of a range of active methods to engage and appeal to different learning styles • Ability to model social and emotional skills • Time for review of impact

11. Promoting SEAL through Curriculum Provision • Integrating SEAL into • PSHE, Citizenship • mainstream subjects • ‘theme’ weeks • Special interventions; intensive work for those with additional needs • agree a language for SEAL • seek views of all stake holders

12. Link Schools July 2007 Enhanced support for development; ‘lead’ SEAL EP and school EP, SEBD Advisers, Consultants Support to other locality schools 2008 - 2009 All Schools September 2007 Network meetings; ‘lead’ SEAL EP, Consultants, SEBD Advisers Support from school EP and consultants LA SEAL Launch

13. Link Schools • Locality 1 – Lancaster, Wyre & Fylde • Heysham and Morecambe High School • Lytham St Annes High School • Locality 2 – Preston • Our Lady’s Catholic High School • Locality 3 – Chorley & South Ribble • Burscough Priory • Worden Sports College • Locality 4 – Hyndburn & Ribble Valley • To be confirmed • Locality 5 – Burnley, Pendle & Rossendale • Fearns Sports College • AN other to be confirmed

14. How pupils relate to and support each other to solve interpersonal problems How effectively pupils work collaboratively in groups How pupils respond to learning challenges and accept feedback How staff relate to pupils and support their learning Pupil attainment Incident logs Attitude surveys – PAQ, staff and parental questionnaires Attendance data Exclusion data Observation Monitoring and Evaluation