Lunch

1. Lunch

2. Behaviour and Attendance Strategy for Manchester Secondary Social and Emotional Aspects of Learning (SEAL) Network meeting 2Wednesday 16 January 2008

3. Aims of the day • To consider how stressful situations can impact on the behaviour of adults • To begin to understand the effects of stress on the body and the brain • To identify how an emotionally healthy workplace supports the raising of standards • To explore key elements in a healthy workplace • To share examples of good practice • To explore alternative methodologies for staff development opportunities

4. Activity 1: Human bingo

5. Activity 2: Expectations and anxieties • Turn to a neighbour and discuss your expectations and any anxieties about the afternoon • Record one of each (if applicable) on a post it and be prepared to feedback

6. Ground rules • Look at the ground rules displayed • Are we happy with them? • Anything to add?

7. Activity 3: Feelings, thoughts and behaviour In pairs, think of a time at work when you have felt under pressure. Consider the following questions: • What was the situation? • What were your feelings and thoughts? • What action did you take? Be prepared to feedback

9. Stress – A definition Stress is a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilise.

11. Pre-frontal cortex Hippocampus Hypothalamus Amygdala

12. 3 stages – GAS Model • Alarm response • Stage of resistance • Stage of Exhaustion

13. Stress in the workplace • Teachers have on average 10 days a year off sick • Out of every 100 training teachers, 40 drop out, 15 move into another branch of education and 10 leave after 3 years • One third remain teachers • Recruitment and retention of teaching staff in Manchester is a key issue

14. Stress in the workplace • Stress is not seen as a sign of weakness, but as something for everyone to manage • Employees are in the right jobs – supported by clear roles, objectives and training • Communication - both formal and informal is effective and clear • Employees are involved in decision-making and have control over work

15. Stress in the workplace - bullying Bullying is a key element in stress related workplace illness and costs employers many millions of lost days a year. Stress related illness and absence levels in education are substantially above the national average.

16. Bullying in the workplace • Bullying lowers confidence and self esteem. It also makes staff worry about going to work and impacts on performance • Some institutions struggle to acknowledge that bullying is a problem. But, some take practical steps with bullying being treated as a health and safety hazard that must be identified, evaluation, recorded and prevented like other hazards

17. Stress is more likely to be controlled if; • The individual is supported by strong social bonds • Close family • Strong friendships • Supportive colleagues • Supportive work systems which allow the individual some control over their working lives • Good emotional immunity comes from being safely held either physically or verbally and being helped to recover from stress

18. The importance of promoting a healthy workplace • Better motivated staff leads to improved standards • Good management reduces staff absence/sickness and attracts good quality staff • Staff feel valued and respected in a positive school environment • Confident and competent staff act as positive role models

19. Activity 4: The Dream School Cast your mind back to the previous network meeting where we discussed the dream SEAL school. Focus on one strand… The emotional health and well-being of staff

20. Shhhhhhh! Think in terms of… - Organisation - Environment - Training and development

21. A healthy workplace: organisation • Effective PPA time • Shared resources/planning • Problem solving groups • Distributed leadership and opportunities for decision- making • Marking policy • Short meetings • Payment for attending extra meetings • Timetable changes • Flexibility and support in terms of working hours, child care and job sharing • Support for employees in terms of counselling, advice and ways of dealing with conflict • Staff health and well-being audit

22. A healthy workplace: environment • Calm space • Regular temperature and ventilation • High quality and safe working environment • Good staff room • Rest area separate from work area • Access to healthy food and drinks • Areas to exercise and relax

23. A healthy workplace: training and development • Training on emotional health and well-being • Social and emotional skill training • Coaching staff • Support for NQT’s, RQT’s as well as ongoing support for all staff • Behaviour for learning policy • Massage and relaxation sessions • Healthy lifestyle information

24. Activity 5: Using rating scales On a scale of 1 to 10 where 10 is high and 1 the opposite • Where is your school as a healthy workplace now? • What are the factors that make it x? • What can you do to move your school from a x to a y up the scale? ….. be prepared to share this action with the rest of the group

25. Break

26. Case study from a BIP cluster ‘Improving behaviours for learning through promoting the emotional health and well-being of staff.’ Michael Cowieson, Lead Behaviour Professional at Ashbury Meadow and Jane Parker, Deputy and SENCo at St Clement’s

27. How can this learning be transferred into your workplace?

28. Activity 5: Sharing effective practice and identifying solutions to barriers What does your school currently do to support the emotional health and well-being of its staff? What do you and your colleagues do to support the emotional health and well-being of each other? What worked well? What would’ve been even better?

29. Activity 6: Your emotional health and well-being How do you keep your wells ‘topped up’? Physical Spiritual Creative Emotional Cognitive

30. Can opportunities for these be woven into organisational structures in your school?

31. Tools for recognising emotional health and well-being • Social readjustment measure • Healthy schools emotional health and well-being audit • BIP audit tool • Physiological stress audit What’s useful? How does it need adapting? What will you do as a consequence of completing any tool?

32. Next steps… • How is emotional health and well-being incorporated into your Secondary SEAL action plan? • As part of network meeting 3 there will be opportunities to reflect on progress to date • Planning for network 4 – the celebration! • Setting dates for meetings in school with LA team

33. Dates for your diaries • PSHE Curriculum planning day Friday 18 January, 9.00 – 3.30 pm @ The Zion Centre • Behaviour and Attendance Network meeting Tuesday 26 February, 10.30 – 3.30 pm @ Chancellors • Senior Lunchtime Organiser Conference Thursday 28 February, 10.30 – 2.00 pm @ Friend’s Meeting House • SSEAL Network meeting 3 Thursday 24 April, 9.00 – 1.00 pm @ Gorton Monastery (Focus – To be agreed) • SSEAL Network meeting 4 Wednesday 24 June (provisional date), 9.30 – 4.00 pm @ Gorton Monastery. Focus – Celebration

34. Resources and websites • www.hse.gov.uk/stress/standards • www.worklifesupport.com • www.teacherline.org.uk • Teacher Support Network (Tel: 0207 554 5200) www.teachersupport.info • Teacher Support Line (Tel: 08000 056 2561) • National Healthy Schools Status –www.wiredforhealth.gov.uk

35. Local resources • Frank Wolstenholme – MCC Corporate Services Tel: 0161 234 1837 • Manchester Education Partnership – Behaviour and Attendance Programme Tel: 0161 223 3158 • Manchester Healthy School Partnership Tel: 0161 882 2312 www.mhsa.org.uk - staff healthy and well-being section has an audit and case studies

36. Websites www.bandapilot.org.uk www.mewan.net

37. Questions ? ? ? ? ?

38. Please complete an evaluation sheet