Social and Emotional Headteachers, Aspects of...

Guidance

Curriculum and Standards

Headteachers, teachers and practitioners in secondary schools, middle schools, special schools & local authority and Children’s Services staffStatus: Recommended

Date of issue: 04-2007

Ref: 00043-2007DWO-EN-03

Social and Emotional Aspects of Learning for secondary schools (SEAL)Case study booklet

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© Crown copyright 2007 00043-2007DWO-EN-03 Social and Emotional Aspects of Learning for secondary schools (SEAL): Case studies

Secondary National Strategy

Secondary SEAL Pilot:Case studiesThese case studies are designed to provide a picture of how a selection of schools in the Secondary SEAL pilot (2004–6) implemented SEAL. The case studies:

• provide an outline of contextual information about the schools;

• provide an account of SEAL development in the schools;

• outline how the schools set about achieving a whole-school approach;

• explain how schools positioned the work in relation to core business and other activities with complementary priorities and approaches;

• offer ideas for other schools which are intending to introduce SEAL;

• attempt to outline the schools’ perception of the impact of the schools’ implementation of SEAL.

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Social and Emotional Aspects of Learning for Secondary Schools (SEAL): Case studies 00043-2007DWO-EN-03 © Crown copyright 2007


Pilot school case studies

School Type of School Activities Links to guidance document

School A Large city comprehensive

• Teaching and learning focus• Personal development curriculum• Student support programme• Staff well-being programme• SEAL continuing professional

development

• 3.1.5 A school experience• 3.8.6 Getting started with SEAL• 4.2.2 Action research• 5.3.2 Teaching and learning• 5.6.3 Student support

School B Outer city comprehensive

• Curriculum review• School climate• SEAL Residentials• Rewards review• Individual pupil tracking

programme

• 3.4.5 Targeted approach• 3.5.4 Residentials• 3.6.4 Parental involvement• 4.2.4 Whole-school inset

School C Large rural comprehensive

• Curriculum review• Tutor time SEAL programme• Transforming learning through

pupil involvement

• 3.4.6 Tutor-led• 3.5.5 Pupil voice

School D EBD special school • Behaviour support• CPD• External links

• 2.4.2 A system for behaviour support

• 3.4.7 Policy review

School E City comprehensive • Subject-based learning outcomes • 5.3.3 Subject-led

School F Rural comprehensive • Teaching and learning – SEAL and LiL

• SEAL, PSHE and assemblies• Pupil-led circle time

• 5.3.4 SEAL and LiL• 3.5.5 Pupil voice

School G Inner city comprehensive

• Year 7 transition programme • 2.8.2 Transition

School H City boys grammar • Staff coaching• Peer mentors

• 4.1.3 Coaching

Setting up an LA writing group

• 4.2.3

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School A

School profile

School A is a mixed comprehensive school of around 1400 pupils aged 11 to 18, with about 300 in the sixth form. It is in an affluent area of the city of a major port. It was formerly a grammar school and has imposing buildings often associated with grammar school education. It is described as having high aspirations. The number of pupils on roll has been growing and the school is oversubscribed. Standards of attainment on entry are now slightly above the national average and moving further in that direction. The last Ofsted report (in 2003) was extremely positive about the school: ‘School A is a highly effective school and provides a very good quality of education for its pupils. It is an exciting place in which to learn because the outstanding leadership by the principal and other key staff has ensured that all students, including those with special educational needs, make very good progress and achieve very well. Standards are well above average in Years 9, 11 and 13 and the school is highly successful at getting the best out of boys; they achieve much better than boys nationally. Teaching and learning are very good in all years with much that is excellent. The school provides very good value for money.’

3.8.6 Getting started with SEAL

Prior context/school’s motives for joining the pilot

School A was one of 13 schools that worked with the Behaviour and Attendance Consultant, on intensive work on emotional health and well-being, using Core Day 4 (National Strategies, Behaviour and Attendance strand). These schools then went on to develop this approach through work on the SEAL pilot when the opportunity was offered.

School A joined the pilot because the senior leadership team believed that SEAL fitted in with what they already did, but brought coherence, clarity and explicitness to existing priorities: ‘SEAL is what we are all about, it is a way of being, we are looking at what goes on and intending to enrich it, not bolt on something new’. For example:

• The emphasis on SEAL’s contribution to school improvement and their push for continuous improvement.

• They were already a ‘healthy school’ and SEAL is a natural development of that approach.

• They have an emphasis on process of learning including social and emotional aspects.

• They have already heavily prioritised staff development, welfare and emotional health and well-being which they saw as being at the heart of SEAL.

• They believed that it would help them meet the needs of the student body. The school has drastically changed over the past 20 years; it was a grammar school until 1983, but now they have a truly comprehensive intake and ethos, comprising students of all abilities and socio-economic backgrounds.

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Starting points

The school based their work on the 72 learning outcomes (these were rationalised to 50 in Secondary SEAL) developed as part of the pilot which they found to be ‘very useful’. They held launches to various stakeholders including staff, governors and parents. When launching to staff they took care not to present SEAL as totally new, but to emphasise the links with what they do already.

3.1.5 A school experience

Key activities

The school has taken to SEAL in a wholesale, detailed and serious way, ‘we drip feed it into everything we do…the vast majority of the school community is starting to build on it’. There is a core team of people developing social and emotional skills across the school. This includes the deputy principal in charge of curriculum and lead for SEAL; the advanced skills teacher (AST) for geography; the Head of Humanities; the Head of Personal Development; the student liaison officer in charge of student support; the coordinator of the Student Support Base; and a member of the SLT with responsibility for staff welfare. They have integrated SEAL into a wide range of whole-school activities including:

a. Teaching and learning (including the humanities programme).

b. Personal development (PSHE/ Citizenship/ Healthy Schools/ ECM).

c. Student support programme.

d. Staff well-being programme.

e. SEAL continuing profession development (CPD).

The school has produced a systematic and detailed action plan, with details of monitoring, and a pictorial representation of their SEAL ‘journey’ which they regularly update.

5.3.2 Teaching and learning

a) Teaching and learning including the humanities

The school sees itself as being in the forefront of work on teaching and learning and the AST is leading this aspect in the school and the LA. As he sees it, there are five key areas of developing social and emotional skills in teaching and learning, all at present focusing particularly on the humanities, where he and the lead teacher work.

Learning forum for staff

This is a group with representatives from all departments whose aim is to develop and disseminate good practice in teaching and learning across the school, specifically by trying out ideas from Pedagogy and Practice. It started with coaching from the AST, and then every member of the group took one book and worked with the ideas while the AST and deputy principal tracked them. They have evolved a tool kit to go with the pack to help them implement it in practice. SEAL is being integrated into all this activity.

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Tutorial work

The AST is working with Year 8, his own tutor group. It has, he says, two ‘extremes’ of pupils in it, the best and worst motivated and organised, with none in the middle. The group has worked on ‘what is an effective learner?’ and used teacher and pupil assessment to identify students with problems (he says they had more or less a perfect match between the two assessments). For each pupil they picked out one academic and one SEAL goal, such as organisation, motivation, and knowing yourself. Then they carried out an intensive programme of skills development.

Modelling

The AST is providing an illustration of the teaching and learning in action, and inviting staff to observe him. He is building in a focus on SEAL using Leading in learning: developing thinking skills at key stage 3 (LiL), Assessment for learning (AFL) and Pedagogy and Practice: Developing thinking skills in the Secondary School.

Information retrieval project

They are finding that students struggle with extended, project work; it’s emotionally hard for them to sustain. They are therefore developing particular work on the relevant social and emotional skills such as motivation, perseverance, and self-knowledge.

SEAL in lesson plans and objectives

The AST’s subject is geography which he is using as exemplar, and he has developed a scheme of work which integrates SEAL with subject objectives and includes activities to develop SEAL. They focus on the skills of knowing yourself, motivation, and empathy, which fit naturally into geography. ‘SEAL is a scaffold on which to put my pegs.’ As part of this reflective activity he asks students to write an evaluative report on his practice, and set him targets for action. The group then focuses on itself and sets group targets (he does not believe individual targets are helpful).

b) Personal development curriculum (PSHE/ Citizenship/ Healthy Schools/ECM)

This is taught for one period a week on a weekly rotational basis. There are four aspects: personal management; personal relationships; health and safety; and citizenship. SEAL is being integrated into this work, with the staff who teach it being encouraged to reflect on what SEAL learning outcomes they have covered. It is also integrated with work on Every Child Matters (ECM) and is helping to make the skills element of this work more explicit. This work is also closely integrated with work in drama, especially in building empathy.

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5.6.3 Student support programme

c) Student support programme

Before the school started with the SEAL programme the school had targeted its student support efforts into the student support base which offered pupils with difficulties full-time education for six weeks. Evaluation showed that the impact of this work was not effective and it seemed that the base was more of a containment device than an agent for change. When pupils returned to mainstream lessons they tended to revert to their previous behaviour.

The school has used the SEAL programme to rethink totally its provision for those with social, emotional and behavioural difficulties. They now work with many more pupils in a less intensive way, allowing them in mainstream classes, but holding weekly groups in which social and emotional skills are taught explicitly. Staff from the base work with up to 80 children in a week, and they cover topics such as anger management, organisation and self-esteem. They use circle time and other experiential group activities. They offer an individualised intensive approach to those who have the most acute need, covering behaviour recovery skills, assertion, and anger management. They find that this approach is more successful with more pupils maintaining positive behaviour.

They are also attempting to reach poorly motivated low attendees by attempting to inspire them with work on aspiration building. They have looked at the factors that influence aspirations, and have carried out a survey with Year 10 and Year 11. They are attempting to inspire these students with support, advice, examples of celebrities who did not start life as a success, one-to-one work and inspirational posters around the school about the value of having high expectations and dreams.

The school was already working on positive behaviour management, but the behaviour change team has now added SEAL to its code of conduct in schools, looking at ways to support emotional and social well-being, valuing people, and spelling out the steps to behaviour recovery. An educational psychologist is supporting them in this effort.

d) Staff well-being programme

Staff welfare has a high priority at School A. A member of the SLT leads on this. The school prides itself on having happy staff and spends a good deal of its budget on CPD and improving work conditions. For example, staff receive an additional free period each week. The result is low staff turnover and staff who say they feel ‘well looked after’. They have taken the opportunity of the SEAL programme to deepen their work on staff well-being and add a new emphasis on skills, for staff and by staff. They are adding to their existing work on reducing staff stress, for example by:

• becoming more inclusive to support staff, for example holding meetings at times they can attend;

• paying for staff to self-refer for counselling with no school involvement;

• having a relaxation room for staff, run by a local company, 2/3 times each week;

• producing a leaflet for staff about stress;

• offering a support group for staff in their first few years of teaching.

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4.2.2 Action research

e) SEAL continuing professional development (CPD)

• The school has an innovative approach to school improvement, using action research techniques. An issue of interest to the school is identified; a member of staff will go away and research it, trial ideas in the classroom, develop materials and report back. If all goes well, they turn the learning from this exercise into consistent practice across the school. Work on SEAL is falling naturally into this reflective process, in particular, building on work in teaching and learning.

• They have carried out specific CPD on SEAL using the staff development activities from the pilot materials. The main goals are to demystify what SEAL is about, and emphasise the continuity with existing activity.

• They have integrated work on SEAL into existing CPD, for example with the learning forum (see page 4 above), working on reflective learning and skills for teaching and learning, group work skills, SEAL through school subjects, and integrating the work they are doing on professional portfolios.

• They have implemented observation partnering in the humanities. In this process two staff work together and observe one another to bring about new ideas in a non-threatening way. In the course of this work they are now highlighting SEAL and making the ideas more explicit, developing SEAL in lesson activities and building confidence in pupils and staff.

The school already had a programme of CPD that reflected SEAL, for example stress management, time management, behaviour management, organisational improvement. However, the SEAL pilot has helped this CPD work by being ‘a peg to hang ideas on’, highlighting key issues, and for staff and students to give a sharper and more explicit focus, structure and direction.

Other activities

• The student welfare change team is attempting to improve the school environment through student consultation – they carried out an audit, asking pupils to rank where they are as a school on several criteria. The resulting recommendations have made several links with SEAL.

• Peer mentoring and mediation and anti-bullying now contain more explicit work on SEAL.

• Equal opportunities/multi-cultural work is driven by SEAL, with its natural emphasis on empathy. A recent play by refugee children from another school had a profound effect on School A pupils who had no experience of this previously.

• ‘Independence day’ is a day on which pupils not going to sports day have fun with a simulation of American Independence Day activities. It builds a range of social and emotional skills, including motivation and social skills.

Monitoring

• The school benchmarked behaviour and attendance data at the start (for example exclusions, incidents, removals from lessons, staff absence) to monitor progress and benchmarked pupil attitudes in a survey. They will review this after a year.

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• They used the audit in handbook form across the school to help them identify the key areas for development.

• The Behaviour and Attendance consultant carried out lesson observation and tracked a Year 7 class.

• They are including aspects of SEAL on their electronic student assessment database. This collates staff comments and marks, and creates a report.

Impact

SEAL has clearly had a major impact on almost all aspects of School A. The staff feel that it brings things together and is a useful umbrella for naming existing practice and adding value. Staff say it is hard work, but ‘infectious’ and ‘having enormous knock-on effects’.

SEAL has also strengthened links with external agencies such as Child and Adolescent Mental Health Services (CAMHS).

Key factors that have helped the process include:

• A highly supportive SLT;

• A clear action planning process, which clarifies what SEAL means and sets clear targets for action;

• The initial audit and building on National Strategies, Behaviour and Attendance; Core Day 4;

• The clarity, sense of purpose, energy and credibility of the member of staff leading the programme;

• The commitment and credibility of the Behaviour and Attendance Consultant;

• The drive and teamwork of the key players, sharing ideas and responsibility.

Key factors that have hindered the process or could be improved:

• There are some staff that still do not accept that social and emotional skills are important;

• The school would have liked more awareness about SEAL and more learning resources, including triggers, checklists, photos, etc. They are using the primary SEAL photo pack and posters and feel that ones for adolescents rather than primary school would be of use;

• There is not much money to support the project at school level;

• Parental involvement is proving to be a problem.

Next steps

There is a huge amount happening – ‘it is spinning off in all directions’ – and they are intending to support existing activity and spread it to the parts it has not yet reached. They intend to build on all the activities described here – ‘strengthen, talk together, see linkages, make them more enriched and substantial’. Specific planned activities include:

• A cross-curricular audit;

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• Work to try to reach parents, including those of students from the student support base. Ideas include coffee mornings, workshops and meetings, improving informationon the website;

• The learning forum will build next year on what has been learned this year about further integrating SEAL into teaching and learning. It will be more formal and linked with performance management review, with four or five SEAL objectives each year per person;

• Staff stress – they are moving on to look at work–life balance;

• They are holding a session on staff emotional intelligence in the next year.

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School B

School profile

School B has 924 pupils on roll aged 11 to 18 and is very oversubscribed. It is in one of the most deprived wards in the country on the periphery of a large city. The school has 52 per cent Free School Meal Eligibility (FSME); however, it is in the top 1 per cent for contextual value added. School B is a full service extended school with subject specialisms in art, science and maths and the school has just received specialist status for vocational studies. The local community is described as insular with the majority of pupils coming from a catchment area of 1.1 miles with three main feeder schools. To enhance these links all four headteachers and members of the SLT sit on or chair each other's governing bodies. Teachers from School B also provide learning opportunities for Year 4 to Year 6 pupils in their school on English, maths, science, music, dance and drama. The school runs an inset training day at the beginning of the September term each year with the staff from the three feeder schools.


With the support of the Behaviour and Attendance Consultant the school has focused for some time on personal competencies; it was felt that the SEAL programme was a natural progression from this. After attending the initial meeting to discuss the SEAL pilot it was clear that it reinforced what the school was already doing but prompted them to self-evaluate. ‘Developing resilience and resourcefulness underlie everything that we are doing. Academic standards and excellence is still priority but these skills are key so pupils can cope when the school is not there for support. The SEAL residentials, etc., are all geared to getting these results’, says the headteacher.

Starting points

The school’s aim was to continue to improve attainment through the development of social and emotional skills as a whole school under the Every Child Matters (ECM) outcomes. The SLT decided that for the purposes of clarity and manageability the three elements of ECM, SEAL and personal competencies would be combined. The SEAL lead produced a set of outcomes under the ECM headings as an overview of ‘what we want everyone at School B High to develop’. All whole-school activities focus on these outcomes. At the outset the SLT decided that if the learning opportunities were to really have an impact on individual pupil's social and emotional skills they would need to develop robust systems to support this. It was decided to trial their model of SEAL delivery with one randomly chosen Year 7 form and track their progress.

Key activities

a. Curriculum review.

b. School climate.

c. SEAL residentials.

d. Rewards review.

e. Individual pupil tracking programme (targeted intervention).

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4.2.4 Whole-school inset

a) Curriculum review

To introduce the SEAL programme a whole-school staff inset was held focusing on three areas: the Every Child Matters (ECM) outcomes, the SEAL programme and a personal competencies programme. All three programmes were introduced through a presentation from the SEAL lead who is an assistant headteacher; she also introduced the school’s version of the ECM/SEAL outcomes. To focus staff on the school’s role in delivering these outcomes, the Deputy Head presented two complex case studies of pupils who had faced difficulties during their school life. Staff were asked to consider what interventions had already been undertaken and to highlight what they felt could still be done using the ECM outcomes as prompts. This was complemented by a presentation from the School Nurse on supporting Emotional Health and Well-being, using local and national resources.

A discussion then followed in faculty teams to explore how these outcomes could be incorporated into lessons. A decision was reached to have one school ECM/SEAL outcome and one curriculum learning objective for a lesson or a module of work, across all subjects. The school ECM/SEAL outcomes have been displayed in all rooms in the school and are referred to during lessons.

b) School climate

The school is about to undergo an extensive programme of rebuilding and is currently looking for the work to create an appropriate climate for learning. To counteract the existing state of the building, the SLT decided to invest in a poster machine which meant the school could produce poster-size photographs of their pupils which are displayed everywhere around the building. They have added philosophical statements about learning, succeeding and positive emotional health to these photographs. This is designed to illustrate ‘the school’s ethos of promoting social and emotional skills’ and the aim is to have all pupils represented. Pupils say that ‘it shows that the teachers value us’.

3.5.4 Residentials

c) Residentials

A named survey of pupils’ activity during the summer holidays carried out in PSHE in 2004 (return rate of 92%) highlighted that approximately 200 pupils didn’t go anywhere except to their local shop in the entire holiday period. The SLT decided to run a residential trip to Wales as part of their Year 7 induction. The majority of pupils with their tutors and Head of Year attended a three-day residential with a focus on team-building. The remainder of the school was off timetable and focused on team-building activities in their tutor groups. The residential was such a success in 2004/5 that the Year 7 pupils asked for another residential in Year 8. A residential to France was organised. The focus for both this and the new Year 7 residential was SEAL. All pupils completed a reflection journal, which focused on the school’s version of the ECM/SEAL outcomes. A decision was made to take out the remainder of the school Year 9 upwards on the Friday of the first week of term; the school hired Southport Pleasure beach and had sole use for a day. The headteacher acknowledged ‘that unless staff were committed

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to this, they couldn’t do it; however, leisure, catering, learning mentors, heads of faculty all volunteered. The trips are talked about throughout the year and were so successful in building relationships that the school is prioritising these in its funding as an ongoing necessity and fundamental to the SEAL programme’. The school has also set up activities during the holidays at the leisure club on site, and pupils are targeted via their learning mentors.

d) Rewards review

A whole-school review of the rewards system was undertaken to assess if it promoted social and emotional skills. Stamps are now given by form tutors for a range of achievements including a positive contribution to the school, individual positive referrals and a range of behaviour and attendance issues. These are cumulative and pupils can earn themselves a range of prizes from pens to out-of-school trips. All staff send two positive postcards a week to pupils’ parents to celebrate their successes; these are recorded in the pupils’ individual logs. Pupils are extremely positive about the postcards.

3.4.5 Targeted approach and 3.6.4 Parental involvement

e) Individual pupil tracking programme

Form 7B was chosen at random to trial the school’s approach to SEAL. The form was provided with SEAL learning outcomes for all lessons and a seating plan which was designed to enable pupils to support each other’s learning and develop their social and emotional skills. The teachers of this form tracked pupils’ progress on a form list and recorded any pupils having difficulties or doing particularly well. The teachers meet fortnightly to share their findings. A corporate decision is then made in terms of the action required.

The Local authority Behaviour and Attendance Consultant ran an initial training session for all of the staff involved with the chosen form. They watched the introductory video to Primary SEAL, to consider what SEAL-type activities pupils had experienced to date and explored why the teaching of social and emotional skills was necessary. This was mirrored by a session for all parents and pupils of the form. This session was also used to explain the pilot to the parents and pupils and to explain that the teachers would meet on a regular basis to discuss the pupils. The majority of parents attended and they were positive about their children being monitored in this way. This enabled relationships to be developed, and ongoing and open discussions about potentially sensitive emotional issues to be discussed. A parent who attended the session said that, ‘We were concerned they were being targeted because they were underachieving or being naughty so we were relieved to find out that wasn’t why. Parents and teachers have a better relationship and phone each other informally; it breaks down barriers’. The gifted and talented coordinator said, ‘there were huge sighs of relief when parents said they were facing the same issues at home’.

This session was followed by a session for all staff, parents and pupils in the form with an outside agency. This involved an evening relaxation session using visualisation techniques. The aim of the session was to support everyone to develop techniques for calming themselves in stressful situations. A pupil has since been overheard telling another pupil, ‘remember calm waters, just breathe’. A parent who attended the session reported that ‘it made me think my daughter needed more personal space to calm down at home’. The school intends to roll out a

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modified version of this programme across the whole school, starting with breathing exercises in registration and extending to a programme including massage exercises and visualisation. A training programme for all staff is currently under development.

Impact

Participating in the SEAL programme confirmed for the school that their whole-school approach can be enhanced by a detailed focus on all pupils at an individual level. It provided a greater level of accountability and impact for both staff and pupils in terms of SEAL development and its impact on staff health and well-being and pupil achievement.

Key to achieving this transition were the School’s Behaviour and Attendance/SEAL lead, the SLT, the School Nurse and the teaching team for the form identified. The SEAL lead acknowledges that there is ‘potential for SEAL to be a full-time role and the role needs specific training and to receive ongoing external support’. Managing the focus groups will be a challenge when it is rolled out across the whole school and needs extensive logistical planning for it to be replicated successfully. The gifted and talented coordinator did point out that this system could effectively subsume her meetings and therefore it may also negate the need for other meetings as well. ‘SEAL has made everyone stop and think how we are with kids, how teachers are with kids, how kids are with kids. They seem to be more supportive of each other; if they disagree they work it through.’, said the headteacher.

Participation in the programme has enabled staff to be more adventurous and enhance their lessons in terms of starters and plenary sessions; equal weighting is now given to the SEAL and subject learning outcome. ‘Young people realise you are interested in them as a whole person and understand the importance of SEAL, it’s useful that it’s linked to the residentials and the School ECM/SEAL outcome posters are everywhere’. Impact can be seen through:

• A reduction in the incidence of detentions;

• A decrease in the regular contact with parents on behaviour issues for a significant number of pupils;

• Improved level of concentration as lessons are more fun (HMI);

• Parents being positive about the rewards pupils are receiving and their comments on the knock-on effect this has at home. (The school intends to continue building relationships with the parents through the home-school booklet or through in-school activities.);

• More interactive teaching approaches in lessons;

• The school’s application for the next level of Healthy School Status using SEAL activity to exemplify its Emotional Health and Well-being criteria.

Pupils in 8B (previously 7B) report that they ‘don’t talk as much in lessons and are getting through more work’ although ‘you sit next to the same person in every lesson and it would be good to move around a bit’. They also stated that having a SEAL learning outcome for every lesson makes ‘you think about your own behaviour and everyone is a lot calmer and you can speak more’.

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The staff group teaching 8B have been sharing their enthusiasm with other staff across the school and there is a strong feeling that the model is successful at targeting personalised learning needs, but the time given to meetings will need to be lessened to enable this to happen across the school.

A teacher from the group said that ‘meetings are invaluable – we don’t get together as staff often enough. It’s a meeting I look forward to going to; it’s an isolated profession and you wonder if it’s just you, but when six other well respected staff say they have struggled too, it’s a relief’. The impact seen by the group is that comparatively ‘8B’s language of SEAL is honed. They seem to have a greater respect for one another; they will listen to others’ opinions whilst still being vocal’.

The Head of Year stated that ‘it has really opened up the lines of communication; we are really able to talk from our hearts about what was right and what didn’t go well. You’re not on your own and we are working as a team’. Pupils are aware of these meetings and they feel that ‘it’s good as if your class mates are naughty you can get blamed but if you’re spoken about individually they can see it’s not you’ and also ‘school’s not all about work, it’s about how to cope with life ahead of you’. The SEAL lead in the school also acknowledged that ‘it can speed up the process of full service school referrals. When one teacher has issues and 11 others say the same, it highlights the issue quicker. It enables people on a need-to-know basis information which is confidential and to put things into context’.

Over a period of time, four pupils have continued to cause concern; however, with one-to-one support and constant monitoring small improvements are being made.

Next steps

• The school is now considering how to measure progress in terms of the impact of the introduction of SEAL learning outcomes. A tracking sheet has been developed which is being trialled by Heads of Faculty. This sheet grades pupils on a range of competencies on a scale from 1 to 5. A training plan to ensure moderation is being developed to ensure consistency when this is rolled out across the school. The long-term intention is to develop this into a database which could be used to feed into the reports process.

• The posters of pupils will be transferred to the new building and updated regularly to represent the current intake.

• The SEAL residentials will be prioritised every year. Planning for the Year 7 trip this year will be done in conjunction with the feeder schools to build on their learning.

• Currently discussions are under way about the model for a roll out of form reviews across the whole school. The headteacher has identified time within directed hours to allow for all forms to have their teaching staff meet once each half term.

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School C

School profile

School C is an above-average-sized school for 11 to 18 year-olds with 1487 students on roll, 285 of them in the sixth form. The school is situated in the small town of a large shire county and takes students from a large rural area. It has had specialist science status since 2004, with a special focus on the environment. School C is also a Leading Edge school. There is a very small proportion of students from minority ethnic groups and fewer whose first language is not English. The pupils begin school with above-average attainment. There are fewer students than average with learning difficulties and/or disabilities, or who are eligible for free school meals. A recent Ofsted inspection recommended that the school should ‘reduce the number of exclusions by the consistent application of the school’s new behaviour management policy’.


School C is a successful school with consistently high levels of attainment, however, HMI has identified that pupils’ attitude to learning is passive. They described pupils as being ‘compliant but not always fully engaged’. The school aims to improve the quality of teaching and learning through the introduction of SEAL. Staff have been asked to consider how learning can be structured to break the pattern of passivity and to develop specific social and emotional skills such as motivation and responsibility for learning. The school also wishes to develop pupils’ determination and resilience, to encourage inquisitiveness and risk-taking.

The school became a pilot school in order to focus on teaching and learning, with the aim of raising achievement by ten per cent. The intended outcomes are: ‘To create, maintain and develop the conditions which will maximise the performance of staff and students through the continuous improvement of teaching and learning using SEAL’. The school hopes to promote SEAL through a whole-school approach that will ‘result in gains that are absolutely central to the goals of the school’, including:

• Better academic results for all students

• Higher morale, performance and retention of staff

• More effective learning

• More responsible students

• Better behaviour

• Lower levels of stress and anxiety

• Higher school attendance

• Higher motivation

• More positive school ethos

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Starting points

According to the Deputy Head, the SEAL pilot came at the right time for the school. With 70+ per cent A*–C grades at GCSE, the school needed to reflect on how it could move forward whilst at the same time focusing on pupil behaviour which had started to become challenging in some quarters, with exclusions being high. The ECM outcomes had got teachers involved: ‘We were then ready for SEAL. SEAL is about everything we do, it enhances Assessment for Learning and Leading in Learning. Pupils can’t do self and peer assessment without social and emotional skills’. The introduction of SEAL fitted in with the school agenda to change the school culture to include celebration.

Key activities

The school started with a whole-day INSET for all staff where all subject departments mapped how they contribute to the five social and emotional aspects of learning and the Every Child Matters outcomes. This session helped raise staff awareness of ‘social and emotional skills and their essential role in effective learning, positive behaviour and regular attendance’, and resulted in the formation of three working groups:

a. Curriculum review – to identify where they contribute to the teaching of social and emotional skills through subjects and how to address pupil motivation.

b. Tutor time – focusing on developing SEAL assemblies and changing tutor time from focusing on administrative tasks to the use of circle time.

c. Transforming learning – to survey pupil and staff perceptions of relationships within the school.

The SEAL leader implemented a review of the behaviour policy to focus on Positive Behaviour for Learning. The key people involved in the programme are the Deputy Head who is also the SEAL leader, the assistant headteacher responsible for teaching and learning, the Head of Personal Development, Head of Year 9/10, Head of Learning Support and the LSA Team Leader.

a) Curriculum review

The initial inset was followed by a whole-staff inset in January introducing emotional literacy. The focus of this session was ‘developing coherent and comprehensive learning opportunities for SEAL skills to which all subject staff can contribute. Identify and share good practice and plan areas for development’. At the same time the Behaviour Working Party at the school was to become the SEAL group.

Impact

The school has taken a year to consider fully the implications of taking a whole-school approach to SEAL. The SEAL leader in the school has deliberately not asked the local B & A Consultant to lead the process in school because she thinks SEAL should be embedded in the school and not come from outside. It is recognised that the SLT must lead and show commitment to the

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process of integrating SEAL into the school ethos. There have been worries on behalf of staff that SEAL is another new initiative to take on but this has been overcome by showing the audit of links between SEAL and ECM so that staff realise it is not new work.

Next steps

• SEAL will be a focus in monitoring by SLT and middle managers.

• All lesson planning will include SEAL outcomes.

3.4.6 Tutor-led

b) Tutor time

The school already had in place a clear structure of ‘Thoughts for the Week’ and associated assembly themes. The ‘Thoughts’ appear every day on the school bulletin board and are printed in the students’ planners. In addition, the Personal Development Department has a structured programme which deals with citizenship, health, sex and careers education and the new ECM initiatives. This programme has been re-written to include SEAL outcomes. To complement this, the Head of PSHE/Coordinator of Collective Worship devised a programme of short activities to be delivered in the 15-minute tutor period to tie in with the Personal Development programme and the ‘Thoughts’ and assembly theme; this was piloted in Year 7. Tutors were briefed on how to use the materials and were given the opportunity to review at the end of the unit. On the whole tutors felt these activities were positive and a welcome alternative to ‘dead time’. Consequently, a scheme of work has been devised for Years 7, 8 and 9 which shares SEAL outcomes with the Personal Development programme. This structure ensures pupils have access to SEAL across the curriculum in assemblies, personal development and tutor time. The Head of BPE said ‘because we are a high achieving school we need SEAL more to remind ourselves of the whole child and why we went into teaching in the first place. It’s possible we lost our way a little because of exam pressure’.

Impact

• Pupils are talking more.

• Staff are more aware of their own emotional skills and behaviour in the classroom.

• Tutors have a SEAL focus with the original Year 7 tutors feeling able to take SEAL awareness back into their own departmental areas.

Next steps

• SEAL outcomes will be introduced in tutor periods for Years 7, 8 and 9. During the next academic year one of the social and emotional aspects of learning will be targeted each half-term to provide a coherent structure, leaving time at the end of the year for a school/year group based theme. Activities will be based around the specific skill area and linked to aspects of ECM.

• Staff will become more aware of SEAL.

• Year 8 and 9 pupils should be able to give feedback to each other.

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• Expectation that SEAL will be part of a common language because it is taught in tutor time, assemblies, personal development and the wider curriculum.

• Year group managers have to monitor tutor time for SEAL outcomes.

‘We know what we are doing and have a cohesive programme but we need to coordinate with other curriculum areas’.

3.5.5 Pupil voice

c) Transforming learning

The Head of Year 9/10 has responsibility for Transforming Learning and ‘student voice’. In collaboration with the education department of the local university, he carried out research with Year 8 to look at the ‘motivation dip’ they seemed to be experiencing. He particularly wanted to look at pupils’ perceptions of lessons. The pupils produced an observation pro forma and used it to observe 30 lessons. This produced very little evidence because the pupils thought all the lessons were good, so little light was shed on the motivation issue. This was followed by designing and administering a questionnaire for 60 randomly chosen pupils from Years 7, 8, 9 and 10. They were asked to focus on their best and worst lesson. The results show that the key feature of a popular lesson was the perceived fairness of the teacher and that high- achieving pupils shared the same perceptions as disaffected pupils. This was followed up with focus groups to try to find a definition of fairness. Pupils were able to use the results to deliver presentations in assemblies and to the staff.

The school decided to introduce an independent Student Council run by the student body. It was felt that previous councils were not effective in giving pupils a voice. Changes have been made to enable students to take control of meetings, chair forums and celebrate success in assemblies. The council has a budget and administrative support. The SLT is present at all school council meetings. Students are being involved in reviewing policy.

Impact

• Pupils feel that their views are being taken seriously and that they are able to express themselves to the teaching staff.

• By focusing on student perceptions of fairness in teachers they are helping teachers to consider their own social and emotional skills and to consider consistency.

• The process of developing the pupil questionnaire has been extremely important in allowing pupils to have control over how they express themselves.

• Students can see that the school council is becoming more powerful. The council is developing a constitution and there are a number of pupil-led forums.

Next steps

• Design an in-house questionnaire to continue to consult with students on their perceptions and link to transforming learning.

• Student governors will be elected to sit on the governing body of the school.

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School D

School profile

School D is a special school, for children with behavioural, social and emotional difficulties. It has 87 pupils aged between 5 and 16 and the vast majority are boys (there are just a few girls in Key Stages 1 and 2). Pupils mainly come from the city which has a wide variety of neighbourhoods, ranging from fairly affluent to quite deprived, and a mainly white, British population. Eighty per cent of the pupils at School D come from the bottom 20 per cent of the most deprived areas, and 36 per cent of pupils take up free school meals. All pupils have statements of special eduactional needs (SEN) and when they start School D their levels of attainment are below the national average. Six per cent of pupils are in public care. Some of the parents are supportive and involved, but many are not and the school struggles to find parent governors. In the last five years the number of pupils on roll has risen, the nature of their special needs has become more severe and their behaviour more challenging.


Given the nature of the pupils’ additional needs and their increasing severity, the key aim of the school has long been to empower staff, and help them deal with challenging behaviour; their interest in all outside developments is motivated by this aim. The school had already embraced positive behaviour management, using its own ‘traffic light’ system of feedback, rewards and sanctions. It had also made considerable use of what it called ‘solution focused communication’ as a theme for staff and pupil development.

This is a school that is primarily concerned with emotional and behavioural difficulties. They were one of 13 schools who were involved in working with the Behaviour and Attendance consultant, on intensive work on emotional health and well-being (EHWB), following the National Strategies Behaviour and Attendance: Core Day 4. They then went on to develop this approach further through work on the SEAL pilot when the opportunity was offered. The school felt that they might have something to offer the programme and to share with mainstream schools through their own experience of positive behaviour management and behaviour support.

The school had been judged in an Ofsted inspection three years ago to have ‘serious weaknesses’ and was keen to receive help. This gave them greater motivation to use SEAL as a school improvement tool. The approach was successful as demonstrated in a subsequent Ofsted report.

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3.4.7 Policy review

Starting points

The school hoped the SEAL programme would help them to:

• become clearer, more focused, and specific about how key skills can be identified and developed, especially those that relate to behaviour and helping pupils manage their own behaviour;

• improve the emotional climate of the school, and thus deepen their ability to offer the pupils an environment in which they can learn;

• understand the emotional and social factors that underlie difficult behaviour;

• develop staff skills to cope with challenging behaviour;

• break down insularity, through work with other schools in the pilot sharing experiences and specifically to give other schools a more positive view of what they do and have to offer, to change their image from ‘that school for naughty boys’;

• revisit what they do already, to be more consistent, innovative and to avoid complacency.

Following running National Strategies, Behaviour and Attendance: Core Day 1 the school had revised its behaviour policy. This clarified the ‘traffic light descriptors’ and, at the children’s request, the school installed CCTV to help them feel safer. The SEAL programme intended to build on this work. The Behaviour and Attendance consultant worked initially with the lead teacher on the development of their SEAL action plan, who in turn worked with school staff, mainly through discussion. They carried out the Behaviour and Attendance audit, the results of which were used to develop strategies to reduce bullying and promote emotional well-being.

Key activities

The SEAL programme has focused on enhancing existing activities, helping staff to have more positive, coherent and consistent practice, ‘all singing from the same hymn sheet’, across their key areas of concern and stay at the cutting edge in terms of behaviour support.

The school concentrated on the following activities:

a. behaviour support

b. continuing professional development

c. external links

2.4.2 A system for behaviour support

a) Behaviour support

Behaviour support was naturally a major interest of this BSED school, and the school felt that pupils’ behaviour had been becoming ever more challenging over the years. The school already used a ‘traffic light’ system to support pupil behaviour. This system identifies the behaviours which the school wishes to encourage and discourage along five dimensions (for example

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learning, relations with others) and at three levels of specificity (red = unacceptable, amber = expected, green = above expected level). In the light of their experience of the SEAL programme the school improved the system in several ways:

• Revising the behavioural indicators to make them more detailed, specific and have a stronger emotional content.

• Ensuring the system was used consistently and universally, for example at the end of every lesson, to monitor and give feedback to pupils on how their behaviour is shaping up. Results are immediately logged on a central computer database and build a cumulative and easily visible record.

• Creating visual reminders – large laminated charts on the walls of every classroom.

• Using the results more positively to identify pupils for reward, for example letters home for good behaviour, ‘eight best behaved pupils of the week’ – who get a reward such as a visit, and to add up scores for termly rewards.

• Increasing the amount of pupil involvement in the running of the system with greater degrees of pupil reflection during feedback and pupil responsibility for making improvements.

The school also used SEAL to improve behaviour support more generally by:

• Encouraging staff to see that they have responsibility to prevent poor behaviour by making the lessons more dynamic and interesting;

• Focusing on why pupils behave as they do, the emotional components of behaviour and pupils helping pupils to deal with their own ‘emotional baggage’;

• Giving every Key Stage 4 pupil work experience to build their skills, confidence and self-esteem. All pupils now leave the school with the offer of a training place or a job;

• Helping pupils to take exams by building their skills to cope in exam conditions.

b) Continuing professional development

Helping staff to develop the ability to cope with very challenging pupils has always been a key aim. The school used the SEAL programme to help staff be more aware of the emotional and social issues that impact on them and their pupils, to meet the challenges, to avoid difficult situations where possible and manage their own responses more effectively. Specifically:

• The school was already working on solution-focused communication, including involving the staff and pupils in creating their own solutions. SEAL helped them to deepen this work by helping pupils and staff to work together. It encouraged staff to approach ‘acting out’ pupils more positively by starting a positive dialogue and seeking to understand the emotional component of problems. This has also reduced staff feelings of stress.

• They carried out some CPD sessions for staff on anger management.

• Staff developed greater understanding of the pupils, their deprived home backgrounds and their vulnerabilities, including some severe health problems.

Some staff have taken time to adjust and adapt their ways – solution-focused communication can appear to make some staff uncomfortable to start with. However, staff are now generally supportive. They are using the traffic light system more dynamically, using the written criteria for reinforcement.

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c) External links (links with services, in the context of ECM)

The school had identified ECM as the key focus for future work, and was already trying to develop better links with services to help pupils with multiple problems. The SEAL programme, with its emphasis on the whole school and whole child, helped them to develop their thinking and practice to develop a holistic approach to Emotional Health and Well-being in the context of ECM. Specific developments include:

• Breakfast club for all pupils, to give them an emotionally warm start to their day;

• Improved multi-agency work, to speed up the process of referral and obtaining additional support.

The school has found that a pupil who comes into school ‘with less emotional baggage is happier and more willing to learn and so teaching is easier’.

Overview of the process as a whole

The school was supported through a six-weekly visit from the Behaviour and Attendance Consultant who helped the school by:

• working with staff to set priorities for action;

• acting as a conduit for ideas and materials;

• offering training based on the SEAL materials;

• reviewing plans and actions;

• helping staff reflect upon their approach;

• acting as a ‘critical friend’;

• tracking Year 7 students.

The Deputy Head is also the lead teacher for SEAL. He is usually the first point of contact for both pupils and staff on a day-to-day basis. He meets and greets the pupils and works on behaviour management. He is supported by the Children’s Services coordinator who spends 50 per cent of her time liaising with outside agencies over individual children.

Key factors that have helped the process include:

• The support of the Behaviour and Attendance Consultant;

• Having an action plan;

• Working constructively with a very wide spectrum of schools.

However, the school reflected that they may have tried to go too fast too soon and get too much going at once.

Next steps

• They want to involve pupils more and target individuals.

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• They want to continue to share their good practice on behaviour support with other schools. They have visited some other schools already and the SEAL programme has raised awareness in mainstream secondary schools about the work of EBD special schools and what they can offer.

• The programme is now an integral part of the school: it is linked to their work for ECM/ Ofsted/ the school self-evaluation form and will therefore be sustained.

• Working more with parents is the next target. The school intends to write to parents to find out what they think of the SEAL programme.

• They intend to work on individual pupil profiling using traffic light and Epcar data, for example, this will show the times of the day when a pupil does well or not so well. They will use other agencies that are supporting their pupils for example, the Educational Psychologist.

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School E

School profile

School E is on the edge of a city. Following two years in special measures there are low expectations from staff and pupils regarding attainment. Standards are now improving. The school has recently come out of special measures and a new headteacher is in post.


A new headteacher joined the school in 2004 and he was keen to join the SEAL pilot as he felt it built upon the restorative justice programme the school was working on with the Local Authority.

The headteacher believes that developing social and emotional skills in staff and pupils and the affective part of learning is critical. He believed that staff needed to understand this further. The headteacher’s mission statement is to know each pupil individually. As a result he has instigated a new level of accountability and accompanying data systems. This rigour is challenging to staff. The school’s main purpose for joining the SEAL programme was ‘To develop social and emotional skills in students and staff and build structures and ethos to support this process’. There were a number of aims including:

• To lower levels of stress/anxiety for students and staff;

• To improve effective learning and strategies for managing learning;

• To build self-regulation;

• To ensure that students feel safe and secure;

• To increase enjoyment of school;

• To reduce incidents of bullying;

• To improve behaviour and attendance;

• To integrate SEAL, restorative justice and citizenship.

Starting points

Once the school had reviewed the materials the Deputy Head and a Head of College suggested a whole-school approach to the implementation of the SEAL programme.

5.3.3 Subject-led

Subject-based learning outcomes

An initial INSET session launched the SEAL programme. The Head of College with responsibility for SEAL did an initial presentation that ‘sold’ SEAL. His approach was to highlight that ‘this will raise standards and allow you to teach better, allow students to learn better and it is naming something you do already’.

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The SLT identified 10 out of 60 staff who they considered to be exemplary at modelling social and emotional skills in their practice and this became the SEAL practitioner group. This group included staff with a wide range of experience, from non-qualified teachers (NQTs) to highly experienced staff. An initial inset was held for staff including teaching assistants. The SEAL practitioner group facilitated staff groups. The groups had wide-ranging debates about what they felt they were already doing and how they were setting a positive climate for learning. One SEAL practitioner reflected that ‘it didn’t seem too radical initially but there was a little quantum leap when it was suggested there was a SEAL learning outcome in every lesson. It was making what some of us were already doing implicitly, explicit. There was a general perception amongst my group that we all were doing this, but we knew colleagues in the group who could cause conflict and escalate issues so we tried to highlight issues anonymously and model good practice’. It was identified that a SEAL learning outcome should be incorporated into all lessons.

A significant number of staff stated that they felt they had a better understanding of what SEAL was about when the SLT produced a succinct poster (Figure 1), on the five social and emotional aspects of learning – ‘it crystallised the understanding of what SEAL is and got beyond the do-gooding message, and a lot of people were convinced by the rigour of it’.

Social and emotional skills – Letting learners learn and teachers teach

Five outcomes What does it mean?

Self-awareness Like yourself. Know your strengths. Know your weaknesses. Know yourself.

Self-regulation Take responsibility for your actions. Manage your feelings and emotions.

Empathy Accept others and tolerate differences. Put yourself in ‘their’ shoes.

Social skills Manners Maketh Man (and woman!). Give and expect respect.

Motivation Have goals to aim for, find solutions not problems. Failure is not an option.

One of the SEAL practitioner group stated that the impact is that ‘kids expect to see a SEAL objective and in a welfare sense they are receptive to the message that their behaviour is affecting their learning’. There is a feeling that there is a long way to go in terms of developing these skills in all pupils but that the seeds are being sown. One teacher reflected that having a learning outcome ‘is like advertising, they might not be doing it but they are considering it’. An observation made by the practitioner group was that the lower school pupils are receptive to praise as a whole class about their response to the SEAL learning outcome but from Year 9 upwards they are more responsive when the praise is one-to-one.

3.5.6 Pupil voice

Following the implementation of learning outcomes, the SEAL practitioner group identified the need to review some of the whole-school systems which support SEAL, which included:

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• reducing the number of expectations on pupils;

• providing clearer guidance and fewer steps for consequences;

• raising the profile of rewards and awards.

A review process was undertaken involving students. This led to the decision to reduce the 12 student expectations and 12 classroom expectations to five key areas:

Attend, be punctual and move around the school quietly;

Be respectful to all and to our environment;

Cooperate at all times, let learning happen;

Demonstrate progress towards targets;

Enjoy, achieve and be enterprising.

This was accompanied by a review of the praise and consequences systems and resulted in tighter structures and a more clearly defined award system. As a result of these changes a pupil stated that ‘teachers don’t look down on you, they respect you’; another said that ‘they do more than is required of them which shows they do actually care’.

Impact

The inclusion of a SEAL learning outcome for all lessons now means that every lesson has a subject-specific learning outcome, a work-related learning outcome, an enterprise outcome and a SEAL learning outcome. This is seen as a pressure for staff and there is a need to ensure that these outcomes are not seen as tokenism. To monitor this, all teaching staff have had at least one lesson observed by the headteacher or one of the deputies. These observations focused on pupils’ attitudes to learning and the vast majority was deemed satisfactory or better. Staff who were still not using language ‘to engage not enrage’ were identified and offered specific CPD opportunities.

There has been some resistance from staff. This has been managed by the SLT in a number of ways which included the use of the multidisciplinary groups. The feeling is that people now see SEAL ‘as part of everyday life’. To facilitate this, guidance on teaching and learning has been given to all staff and an edited version is being developed for all other members of school staff. The Head of House now feels that ‘everyone is on board in terms of tackling learned behaviour, promoting social and professional interaction and improving the quality of relationships between staff and pupils’.

‘The programme as a whole drew lots of things together including welfare, the learning resource centre, restorative justice, PSHE, etc. You cannot force an improvement in behaviour – you need a consistent input to get a consistent outcome. The school is moving towards this in terms of staff and pupil interaction, we notice each other, speak to each other and smile’. – headteacher

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Next steps

The SLT has now identified a SEAL lead in every department. The intention is to meet regularly as a group to develop the subject-specific nature of SEAL learning outcomes. It is felt that there is a need to keep talking to the staff with a full teaching timetable as it is hard to maintain if you do not have an embedded approach to SEAL. A member of the SLT stated ‘we are very SEF aware; we want to be praised for citizenship and section 4, because we will never be able to achieve section 5 without this’.

The school will undertake a restructure in the autumn term and is very mindful of the impact this will have on both staff and pupils, hence they have allocated time and support for the tutor role and the citizenship curriculum. Tutor time has been increased and includes citizenship (including PSHE). Tutor groups are grouped vertically from age 7 to 11 based on the house system and a conscious effort has been made when redistributing students to ensure that siblings are in the same house to allow for one point of contact with home. There are very high expectations of the tutors and to reflect this there will be a whole-staff inset day at the start of the year focusing on their role, with dedicated slots made available for this in future insets. This restructure from three colleges to five should also allow the Heads of House more time for pastoral support of both staff and pupils. It is felt they will be able to do more advocacy as the teams will be smaller. It will also allow more time for home-school liaison.

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School F

School profile

School F is situated in a rural area. It has 753 pupils on roll including the sixth form. Three-quarters of the pupils from Year 11 stay on to Year 12, and the sixth form is large in proportion to the rest of the school, with pupils transferring in at 16 from other schools. Six per cent of pupils are entitled to free school meals, seven per cent of pupils are identified as having special educational needs with two per cent of pupils having a statement of special educational needs. The school gained Sports College status in September 2004. While previously a school in special measures, School F was considered by Ofsted in 2005 to be a good school, where standards and achievement at the end of Year 9, and in GCSE, were above average.


School F is a rural school, the majority of parents work in tourism and farming, and pupils have work opportunities within these industries from age 14 onwards. This can provide a disincentive for pupil achievement. Through the development of the SEAL programme the school aims to:

• Improve whole-school ethos/values to underpin good social and emotional skills;

• Optimise learning opportunities through improved classroom skills.

Starting points

The school expects that SEAL development will improve pupil achievement and staff/pupil relationships. The Deputy Head, leading the programme, said, ‘The five social and emotional aspects of learning together with the LiL outcomes work together on the emotional intelligence necessary for achievement’. The SLT views SEAL CPD as part of continued self-improvement for teachers. Social and emotional skills are not linked to performance management of teachers but may be for middle managers who are leading on the programme. The school is prioritising staff social and emotional skills and Emotional Health and Well-being on the staff intranet.

The Deputy Head has developed an action plan with the help of the local Behaviour and Attendance Consultant. This involves a range of initiatives including staff awareness, SEAL coaching, SEAL-focused assemblies, the development of circle time and rewriting the PSHE scheme of work for Year 8 to include SEAL learning outcomes.

To introduce the SEAL programme a whole-school staff inset was held to raise awareness of SEAL. It was intended that if staff and pupils’ social and emotional skills developed over the year there would be a noticeable reduction in the use of sanctions. The school currently uses the Consequences Behaviour System which has an escalating system of sanctions.

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The school has been heavily involved in implementing the Leading in Learning: developing thinking skills in key stage 3 (LiL) and staff have experience of using the trios model. It was felt that this model could be successful in introducing SEAL approaches to staff. It was also expected to improve teachers’ judgements relating to the quality of teaching and learning through the use of scheduled lesson observations.

Key activities

a. Teaching and learning – SEAL and LiL.

b. SEAL, PSHE & assemblies.

c. Pupil-led circle time.

5.3.4 SEAL and LiL

a) Teaching and learning - SEAL and LiL

The SLT identified five members of staff who were demonstrating SEAL approaches in their teaching. These teachers were invited to take part in coaching skills training that was being led by the local Behaviour and Attendance Consultant in conjunction with another SEAL pilot school. Initially the teachers had to be persuaded of the benefits of coaching skills in SEAL but over a period of time they began to talk about the advantages of this way of working: ‘Kids need emotional vocabulary’, ‘We know the more you include SEAL the better it helps kids with emotional and behaviour problems’.

The key people involved were the Head of RE/Citizenship, the Head of Technology and the Head of Year 8 with two coaches from maths and science. The school is combining the development of SEAL with LiL and using coaching trios to implement both concepts. The school has given staff additional time to plan and to observe each other’s modelling of SEAL. The staff involved see the benefits of working in trios on SEAL because they can observe behaviour for learning and SEAL explicitly modelled during the lessons in other subjects.

The Behaviour and Attendance Consultant has observed in Science: ‘Interactions between the teacher and pupils that were characterised by respect. Rules and routines were highlighted and used as an overt instrument for praise. The teacher was explicit in expectations about behaviour and SEAL. Positive individual feedback and praise reinforced positive behaviour, especially for pupils exhibiting problems in managing their behaviour according to teacher expectations and boundaries’. She further noted positive features of the pupils’ attitudes and behaviour which included:

• Involvement;

• Excitement;

• Active engagement with the lesson;

• Active participation in activities (sometimes in pairs);

• Peer collaboration and support;

• Enthusiasm about success;

• Interest in lesson content;

• Positive response to rewards.

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Impact

Teachers have noticed that working in trios has had a positive effect on staff morale and improved teamwork. The Head of Year 8 has seen an overall improvement in behaviour which is reflected in the data showing a reduction in sanctions being administered.

Next steps

The SEAL leader intends to expand the number of trios operating in the school and encourage them to work with specific lesson plans which have SEAL outcomes embedded. There needs to be flexibility to allow different teachers to work together and further inset will be required to share good practice developed so far. There is also a need to establish consistency in the promotion of SEAL and positive behaviour. The SEAL leader pointed out that while using the LiL model for coaching, it is important to ensure that SEAL does not become subsumed by LiL and clear outcomes for SEAL must be maintained.

b) SEAL, PSHE and assemblies

Following staff awareness training on SEAL, the Deputy Head has developed an assembly programme. This focuses on one aspect of SEAL per half term. Heads of Year can access materials for assemblies from the school intranet. The classes targeted in Year 8 have complementary lessons in PSHE which are delivered by tutors. Staff are using a commercially produced tutorial pack which includes self-assessment material. This resource was chosen because it was felt that the learning outcomes match those of SEAL. The programme started with two assemblies. There is now a fortnightly themed assembly followed by a PSHE lesson.

Impact

As a result, Year 8 assemblies have become more personalised and emotional intelligence is being talked about more by staff and pupils. ‘It helps kids to understand other people’s feelings and why they behave the way they do’, ‘SEAL helps everyone not just kids’. In addition to the reduction in sanctions incurred by pupils, the Year Head also monitored more positive feedback from staff. The assemblies have been well received and staff noted changes in attitudes and relationships.

Next steps

To continue the programme with next year’s Year 8 pupils.

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3.5.5 Pupil voice

c) Pupil-led circle time

A small group of Year 10 pupils was targeted to undertake circle time training. They were invited on the basis that they had exhibited leadership skills. Following the training, which specifically focused on SEAL, they went on to run circle time sessions for Year 7 pupils.

Impact

The Year 10 pupils are very positive about the benefits of leading circle time, which they described as making them feel:

• Proud;

• Grown up;

• Independent;

• Able to give advice;

• They had given a good impression of themselves to teachers.

Furthermore, they thought they could see clear changes in Year 7 pupils who had started by being quiet and reserved but had developed confidence as the sessions progressed. They described the outcomes for Year 7 pupils as having:

• Encouraged boys and girls to mix;

• Improved relationships between themselves and with the Year 10 leader;

• Increased friendships;

• Increased pupil voice in the school.

The Year 7 pupils were also positive about the experience – ‘We had more confidence to speak and also had longer to get to know the Year 10s’.

Next steps

• Continue to develop Year 7 circle time run by Year 10 pupils.

• The school needs to address non-teaching time for staff to be able to evaluate and review the impact of the pilot and for monitoring of results.

• The school intends to deliver PSHE, circle time and extend the trio system into more curriculum areas.

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School G

School profile

School G is a co-educational, comprehensive school (college) for students aged 11 to 18 years in an inner-city local authority. The college has about 1400 students, who come from a wide range of socio-economic backgrounds that are below average overall. Many students live in areas that have high levels of social deprivation and they have an above-average number of pupils eligible for free school meals and who speak English as a second language. The attainment of students on entry at age 11 is below average. Three local grammar schools attract many of the high- attaining students in the area, especially girls. There is a unit for ten visually impaired students. Most of the other statemented students have emotional and behavioural difficulties or moderate learning difficulties. Their last Ofsted report, in 2002, was very positive, and the school is well thought of and improving.


School G has been very involved in the Healthy Schools Programme and held seminars on emotional intelligence in schools as part of that initiative. It was then one of 13 schools working intensively to develop emotional health and well-being (EHWB), following National Strategies, Behaviour and Attendance: Core Day 4. These schools volunteered to extend and develop the work using SEAL.

Starting points

The school’s vision of SEAL is that it is the glue or framework that can provide a common approach across the school, permeating the whole school, improving how teachers teach and children learn. It affects, for example, how people talk and interact with one another, how lessons are run, the process of teaching and learning, the rewards and sanctions process, and how new initiatives such as ECM are tackled.

The school decided to start with a small development led by a small core group. They decided to build SEAL into existing activities rather than having a big launch. The core SEAL group is supported by the principal and the Senior Leadership Team (SLT). It includes the SENCO who is leading the programme and the Year 7 Learning Manager. The Year 7 Learning Manager was impressed by the SEAL work in the primary schools she visited as part of her work to enhance primary/secondary transition. She was keen to develop SEAL in her Year 7 work. The group is supported by the school’s Learning to Learn Curriculum Manager and the assistant vice-principal and Director of Student Support, who has responsibility for pastoral care and links with outside agencies.

The programme includes holistic work on the development of EHWB and the emotional and social needs of the whole child.

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2.8.2 Transition

Year 7 transition programme

The main SEAL activity focuses on Year 7. The school was already putting particular energy into the primary/secondary transitions as it was keen to attract pupils. It has designated one member of staff as the permanent Year 7 tutor and given her time to be very active in Year 6 visits to primary schools. In the course of her visits to all the feeder primaries, one school was particularly helpful and helped the school gain an understanding of the nature of SEAL.

Their SEAL activities in Year 7 had the following interrelated components:

• The school put effort into managing and supporting the emotional aspects of transition. This included:

– holding SEAL assemblies in the primary schools;

– setting up a ‘buddies’ system to help new pupils settle;

– holding an induction day;

– having drop-in sessions in September for pupils with worries;

– involving the junior management team and year council (student-led groups) in support and feedback;

– giving particular support to the new intake of visually impaired students (in whom the school specialises), who found getting around a big new school very challenging.

• SEAL has been integrated within the Year 7 tutorial programme. The pupils have 15 minutes each day, and a ‘theme of the week’ using the five SEAL strands to make the skills element more explicit. They used SEAL to support work in PSHE, citizenship and work on emotional intelligence.

• SEAL has been linked with Every Child Matters. Each curriculum area is now mapping how SEAL can be made explicit in their subject areas and including it in department handbooks.

• Working with the Year 7 tutor team and the whole-college CPD on staff development, for example strategies for dealing with difficult behaviour such as staying calm in the face of provocation, and being more confident in using positive behaviour management approaches. Establishing coaching as a means to inform professional learning.

• SEAL is integrated into Year 7 Leading in learning developing thinking skills in KS3 (LiL) (called in this context ‘Preparation for Learning’). Preparation for Learning is a weekly hour-long session for all pupils, and builds on their earlier work on philosophy for children. It includes pupils giving feedback to teachers on their effectiveness in the classroom, their ability to plan, set objectives and teach in ways that are both fun and encourage learning. SEAL learning outcommes are being made explicit and integrated with the more cognitive ones. Staff are working on integrating work on learning styles into their teaching.

• Developing SEAL as part of positive approaches to behaviour support, for example creation of lead students in Year 7 to work with other students who consistently disrupt learning, positive referral, postcards home for good behaviour.

• Working with a group of five challenging Year 7 boys. The group is having intensive work on social and emotional skills, for example exploring the motives and triggers for their behaviour, why it was wrong and what the alternatives were, self-esteem – supported by a reward system with stickers and charts.

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• Various clubs have been set up to support vulnerable students, including a lunchtime club, nurture group, and homework club. The SEAL focus has resulted in more students being involved. They now have more explicit work on SEAL such as self-esteem and confidence building.

• A classroom has been set up by the local football club at their ground. Groups of pupils from local schools visit and engage in activities intended to raise self-esteem, build confidence and trust.

• The school has linked more closely with Child and Adolescent Mental Health Services (CAMHS), using a primary health care worker for cross-school development work to support vulnerable children. This has allowed the college to identify students in both the secondary and primary phases to facilitate quicker intervention.

• Other Year 7 initiatives which SEAL either inspired or contributed to include peer mediation, year group charity work, a business enterprise activity, and year group assemblies.

• Further work with Year 7 tutors to develop key SEAL strategies, for example circle time, and consistent policy on meeting and greeting.

Additional whole-school activities

• Work on staff emotional health and well-being includes the use of cover supervisors, the provision of work/life balance time in the calendar, INSET provision and Investors in People recognition.

• Staff CPD on SEAL, including briefing sheets on social and emotional skills, SEAL and learning, SEAL and school staff. A programme of CPD was started in September 2006 to cover all SEAL aspects.

• Developing SEAL in behaviour support, for example creating whole-school reward systems, and setting up a behaviour forum to create a more consistent whole-school behaviour policy, particularly SEAL aspects.

Impact

• Attendance data indicates that SEAL has contributed to improved rates of attendance in Year 7.

• The number of temporary exclusions in Year 7 has reduced compared with the previous year.

• Fewer students in Year 7 are being removed from lessons because of poor behaviour compared to the previous year.

The school think their SEAL programme is going as well as could be expected at this early stage. They nominated the following as particularly positive features of their strategy and activities:

• The strategy of starting small;

• Integrating SEAL work into existing programmes as well as starting new ones;

• The strong support of the headteacher and SLT;

• Their consistent focus on addressing issues of self-esteem in the most vulnerable children, and, in particular, linking with efforts to improve their literacy;

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• Support from the Behaviour and Attendance consultant, especially her work in shadowing and tracking of Year 7 pupils and giving feedback on what the school day was like from their point of view;

• Support of the Year 7 tutors;

• The involvement of the Head of Year 7;

• Reduction in fixed term exclusions (fallen from 16 to 4);

• More positive and reward-based culture in the school.

Next steps

The school SEAL programme started in a small way with few staff being involved. It mainly focused on climate creation. It has been seen to be effective and the school now has much bolder plans for next year. These build on progress to date, refine what the school has started, spread SEAL consciousness more widely, and make the social and emotional skills more explicit in all their SEAL-related work. The plan is to:

• Refine the programme of work with new Year 7 intake.

• Provide a whole-staff introduction to SEAL with an introduction to the five social and emotional aspects of learning.

• Develop social and emotional skills in teaching and learning in general, for example by making SEAL explicit in lesson planning and objectives, developing consistency with starting and finishing activities, using information about the learning styles of pupils in planning.

• Develop SEAL further in ‘Preparation for Learning’. Ensure it delivers all five social and emotional aspects of learning and ECM outcomes.

• Plan extra-curricular events for Years 7 to 9 with a SEAL focus, including ‘learning through culture’ week.

• Carry out an audit of SEAL across the school.

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School H

School profile

School H is a boys’ 11-18 grammar school, with 1150 pupils, based in a major port. The school’s catchment area is a large one and growing. The school has the traditional appearance, imposing buildings and academically focused atmosphere one would expect from a boys’ grammar school.


School H was one of 13 schools which worked with the Behaviour and Attendance Consultant to develop Emotional Health and Well-being following the National Strategies, Core Day 4. These schools continued the work within the SEAL pilot.

The fact that a grammar school took an interest appears initially to be due to the enthusiasm of a particular member of staff, head of pastoral care, who believes that the emotional well-being of every pupil is the most important issue in education. He ‘sold’ the idea of the SEAL pilot to the headteacher using the evidence from the SEAL material, focusing strategically and opportunistically on a hot issue for the school, helping pupils managing transitions. He also stressed to the Senior Leadership Team (SLT) the evidence that SEAL can improve learning, reduce the low-level disruption by influencing the learning experience in the classroom, help staff to manage their feelings and model calmness when faced with difficult behaviour, and reduce bullying.

A new assistant headteacher (AHT) with responsibility for teaching, including staff development, joined the school. He came from a mixed comprehensive which was working on emotional intelligence and this had become one of his interests; he was therefore a natural ally for the head of pastoral care. The assistant headteacher role has been to broaden the work to the whole school and, in particular, focus on staff development. As a member of the SLT he was able to advocate for this work at senior and whole-school level.

Both these key players see the SEAL approach as having a long way to go before it is accepted by all staff, although a few other members of staff are keen, especially among the pastoral care staff. At the moment they are being given rein by a supportive headteacher/SLT who are waiting to see the evidence of links with school improvement.

Starting points

The impact of the SEAL programme so far is in two interrelated activities:

1. SEAL as a tool for managing transitions.

2. Using SEAL to contribute to behaviour improvement using continuing professional development (CPD).

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As a fairly lone voice at the time and a middle manager, the head of pastoral care was keen to start small and focus strategically on a felt need. The whole school, including the headteacher and SLT felt they needed to address the primary–secondary transition. Transition is a major issue; the school has 70 or so feeder schools and does not know who is coming until March. Parents had voiced concerns about the gaps between the sectors and children’s ability to settle into a new and very academic school. So this was seen as a natural starting point for the SEAL programme, and one which the SLT might accept. It was also seen as building on the SEAL programme in the feeder primaries, and particularly the level of skills which primary pupils have but which is either ignored by the secondary school or tackled in a totally different way. Each feeder primary school was given a questionnaire for pupils to ascertain the impact of SEAL. They found that in practice it varied a great deal.

Attempting to ascertain the level of change in the school was done to a very small extent and very informally, using a quiz (What is SEAL?), an audit tool and through gathering information about different types of staff and their attitudes. These results will be used to monitor changes over time.

Key activities

4.1.3 Coaching

a) Staff coaching

The AHT set up a behaviour working party which focused on strategies to support and track pupils, and have integrated SEAL into this activity. He mainly concentrated on staff and the management of their own behaviour, for example, in becoming more consistent in the way they started and ended lessons, staying calm when faced by challenging behaviour, and as role models for SEAL. He worked through the normal staff coaching group, and linked it with performance management.

b) Peer mentors

Eight pupils from Year 9 volunteered to act as peer mentors for Year 7. A subsidiary aim was for the personal development of the older boys as mentors and to break the school tradition of age-related hierarchy, ‘like changing the direction of an oil tanker’, and try to ensure a greater sense of themselves as role models and as having responsibility for the younger boys among the Year 9s. The coordinator was pleased that ‘some of the least likely turned up to be mentors’ but thinks they are going to be the ‘stars of the process, as they can empathise with the troubled and the troublesome’. The school funded external trainers to train the mentors during the autumn term and the mentors were then available for Year 7 pupils to consult, working two at a time during lunchtimes.

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Other activities

• SEAL is in the school development plan.

• The head of pastoral care talked to all school governors about it in February and outlined the rationale for work in this area. Two governors are interested.

• PSHE/ citizenship is delivered through the tutorial system – the plan is to useYear 10 to deliver it to Year 7 and therefore continue to develop SEAL through mentoring.

• There have been some assemblies on SEAL.

Impact

The school was supported by the Behaviour and Attendance Consultant. The head of pastoral care says she was ‘supportive’, and that he ‘would have jacked it in without her’. She reassured them that everything they were doing was fine and that small steps were all that were needed.

It was helpful that the school decided that their approach to SEAL would be small and opportunistic. They worked with keen and interested individuals, identified a perceived area of need (transitions) and built on existing activities (behaviour, CPD, coaching).

Unsurprisingly, staff in a grammar school are generally rather resistant to change and many see all this as foreign to their traditions and ethos, and unnecessary; ‘if something is going well, why tinker with it?’ At present the way some of the subject-based work is taught inhibits SEAL. It is based on a ‘memorise the facts’, didactic, content-focused view of learning which does not encourage creativity and autonomy. Cracking this will be key to long-term success.

The core staff are pleased that the programme ‘is out there’, and has a particular presence in school corridors; with displays linked with PSHE, pastoral work and Every Child Matters.

The specific effort with the mentors was a mixed success, ‘I would give it 4 out of 7’, said the lead teacher. Only a few Year 7 pupils joined, not many tutors referred pupils to the mentors and the training ran alongside the activity instead of preparing for it, and this affected staff morale. However, on reflection, they feel that the mentors increased their skills and sense of responsibility, not least by their persistence in continuing to stick to their task when few people turned up.

Next steps

They plan to continue with the transition programme next year.

• The school plan to start early and train more Year 9 pupils.

• With changeover of staff they have many new tutors who have greater understanding of SEAL.

• They will start working in the primary school with Year 6 through visits and through an induction day. The goal is to support pupils who have issues and concerns.

• They plan to work with the Year 7 curriculum, looking to LiL, coaching, and small groups working together.

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Whole school

• Collect evidence from the keener staff to show that ‘it works’ and explore how it works.

• Disseminate the findings from this year’s activity.

• Several of the older and more conservative staff are retiring. The younger ones coming up to take their place are more interested in SEAL and emotional health and well-being which offers a major opportunity to push this forward.

• They plan to get more strategic rather than opportunistic for example target heads of year.

• The headteacher is retiring in two years so they need this programme to be successful so it can influence the whole-school ethos.

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4.2.3 Setting up an LA writing group

Focus

The focus of the study is to show how the use of ‘writing development days’ enhanced the development of SEAL in the majority of the Pilot Schools in one LA. The original aim was to develop strategies for working across all subject areas. In the end it also allowed different schools the time and space to work on an implementation approach that suited their stage of development.

Context

The County had been a Primary SEAL Pilot Authority, so the invitation to join the Secondary Pilot was seen was as an opportunity to build on the work of the primary schools. A letter was sent to all secondary schools in the LA at the end of January 2005 inviting head-teachers to nominate their school as one which would like to be involved in the pilot. It also listed selection criteria to establish a baseline for development as follows:

• Evidence of involvement in the National Healthy Schools Programme.

• Evidence of commitment by SLT.

• Appropriate use of data to identify and support pupils at risk of social exclusion or disengagement.

• Evidence of work to improve policy and practice with regard to transfer.

• Schools that had already been identified behaviour and attendance as a whole-school priority.

• Evidence of active engagement with the Secondary National Strategy’s Behaviour and Attendance strand.

The response was encouraging: twenty four schools applied out of forty two and ten were duly selected. This did not include Behaviour Improvement Programme (BiP) schools as they already had automatic access to the pilot materials. The two BiPs in the LA agreed to match the funding and work with the LA consultants in implementing the Pilot. This led to 16 schools being involved.

Starting points

It was decided to hold termly network meetings for the senior managers leading the pilot in the schools. The first meeting concentrated on developing a school action plan that was submitted and finalised. All schools then focussed on ‘awareness raising’ for the autumn term.

SEAL schools agreed to try a new and more collaborative approach by developing writing groups. Each school was invited to send teachers who would be enthusiastic about developing or writing exemplar materials to share within other schools. An emphasis was put on the Primary SEAL pack; as well as Leading in Learning: Developing thinking skills in Key Stage 3 and the LAs own Behaviour Curriculum. The writing group was designed to provide an opportunity for

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teachers and schools to take ownership and for enthusiastic and talented representatives from schools to work together, sharing ideas and generating learning opportunities. The days were so successful that follow-up days were run at the end of the spring and summer terms.

Key Activities

The main aim of the ‘writing days’ was to develop strategies for working across all subject areas. The group collectively agreed a format for a booklet setting out learning and teaching activities that facilitate the development of social and emotional skills. It was designed as a lesson planning aid, for teachers as they planned to support the development of the five social, emotional aspects of learning.

The ideas in the booklet were based on the assumption that all new skills and strategies to be learned would be modelled and exemplified by the teacher in the first instance as part of good classroom practice. A summary of the developments are outlined in the table below.

The developments resulting from the writing days

Area The resources

Whole school • ECM audit• Classroom contracts and rights & responsibilities-• Circle time (Year 10 for Year 7)• INSET, SEAL in the Curriculum ppt• Consistent modelling developing a common language

Pastoral and transition

• Year 7, 8 & 9 Assembly Resource • Power-points and displays for themed assemblies • Transition Materials - whole school SEAL / SEBS Year 6-7 Transition • Year 7 Citizenship-Social Emotional Behavioural (Learning) Skills Transition Unit• Registration planning

PSHE • Tutor time- Spiral curriculum• Year 10 leading Circle Time with Year 7 • Long term planning- spiral curriculum• SEAL Induction Day for Year 10 and 6 hour follow-up

StaffEnjoy and Achieve, Stay Safe, Be HealthyEnhancing teaching and learning, raising achievement

• Staff skills - recognising your own SEBS and building upon them- Personal targets for becoming a more SEBS orientated teacher

• Cross-curricular INSET• Exemplar lesson plans for Music & Geography• Teaching skills and ideas for class-based lessons• Mapping starter activities to link to assembly programme for KS 3• Cross-curricular INSET

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Next steps

At the final Pilot Schools’ network meeting of the Academic Year 2005-6 it was decided that continuing the ‘writing development day’ strategy for inter-school practitioner collaborative working would be useful and relevant. It was also decided to make meetings area based. The school leaders would continue to meet through local B&A network meetings open to all secondary school

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: 00043-2007DWO-EN-03

© Crown copyright 2007

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