SEAL Social and Emotional Aspects of Learning

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SEALSocial and EmotionalAspects of Learning

• Thurrock LA Conference
• 8th July 2008

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Welcome

• Liz Rymer and Neil Humphrey
• Margaret Bleet
• Speakers John Bayley and Action Jackson
• Bev Hoyte, Wendi Lee and Margaret Gambardella
  from Thurrock Healthy Schools
• School presenters
• Therapists

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Conference aims

• To inspire, challenge and stimulate thinking
  around SEAL
• To consider the significance of SEAL for learners
  and learning
• To provide opportunities to consider the role of
  leadership in the development of SEAL
• To receive information about some of the services
  that support SEAL
• To provide opportunities to reflect, enquire and
  discuss with colleagues

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Why SEAL?

• One in ten children between the ages of one and
  fifteen has a mental health disorder
• The Office for National Statistics Mental Health
  in children
• and young people in Great Britain (2005)

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Why SEAL?

• Knowing how to learn how to learn will be the
  critical skill for the 21st Century
• The World is Flat The Globalised World in the
  21st Century, Thomas Friedman (2006)

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Why SEAL?

• The UK has one of the highest rates of self
  harm in Europe at 400 per 100.000 population, and
  with suicide the most common cause of death in
  men under the age of 35
• The National Service Framework for Mental Heat -
  Five years on , Department of Health(2005)

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Why SEAL?

• Good behaviour needs to be taught
• (DFES 2003)

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Why SEAL?

• In an information age, you can chase content
  but you can never catch it - chase the learning
  dispositions instead
• Mike Hughes (2000)

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Why SEAL?

• What you model is what you get pupils learn
  by example
• (DFES 2003)

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Why Seal?

• Estimates indicate that self-reported
  work-related stress, depression or anxiety
  account for an estimated 10.5 million reported
  lost working days per year in Britain
• Stress related and psychological disorders,
  Health and Safety Executive (2007)

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Why SEAL?

• narrow accountability based on exam success and
  league tables....leads to spoon feeding....
  Learners who may have achieved academic success
  at A Level.... struggle to cope with the more
  independent and self-directed style of learning
  expected by HE tutors
• Nuffield Review HE Focus Groups Preliminary
  Report (2006)

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Why SEAL?

• Young people who are misusing drugs or alcohol
  have the highest risk of death by suicide
• Mental Health and Growing Up-Royal College of
  Psychiatrists (2004)

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Why SEAL?

• How we are feeling affects our thinking, but it
  is also the case that what we are thinking
  affects the way we are feeling. Our thoughts and
  our feelings together have a strong impact on our
  behavioural reactions
• (Behaviour Matters 2008)

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Why SEAL?

• By 2020 depression will be the second largest
  killer after heart disease and studies show
  that depression is a contributory factor to fatal
  coronary heart disease
• World Health Organisation report on mental
  illness (2001)

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Why SEAL?

• The way we think about ourselves affects how we
  feel and consequently how we behave
• (Bill Rogers)

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Why SEAL?

• High achieving girls are especially at risk
  from the effects of low self-esteem and its
  consequent effects
• Britain on the Couch Why Were Unhappier
  Compared with 1950, Despite Being Richer, Oliver
  James (1998)

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Why SEAL?
Its good when we work together on the topics.
I like our SEAL assemblies because we all get a
chance to take part together.
Its good to help the school become a nicer
place.
Our teachers talk about how they feel.
I like being responsible.
I can talk about myself and how I feel now.
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Why SEAL?

• All learning has an emotional base
• Plato

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Why SEAL?
Why not?
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The emotionally intelligent school

• John Bayley

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Break

• Refreshments
• Displays

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Local and national updates

• Liz Rymer Neil Humphrey
• July 2008

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www.bandapilot.org.uk
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National SEAL update

• Primary resource is under review
• Year 7 resources updated
• New resources available for yrs 8 9
• Updated staff development materials including
  video clips and case studies
• Subject specific resources for all available via
  the Standards CPD site
• Anti bullying resources. Whole school stand alone
  cross- curricular resource
• SEAL survey live online now
• Many LA sites have SEAL resources

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SEAL resources to come

• Example small group work learning opportunities
• Mapping against PSHE, citizenship and other
  subjects
• SEAL DVD
• More development groups to share good practice
  through case studies

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National targets for SEAL

• By March 2009 90 of primary schools across
  England will have been supported in implementing
  SEAL.
• By March 2009 45 of secondary schools will have
  been actively engaged in implementing SEAL,
  supported by lead practice schools
• Improved practice measured by school self-review
  tool

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SEALSocial and EmotionalAspects of
LearningWhat is the picture locally in our
schools today?

• Neil Humphrey
• BA Consultant
• Tuesday 8thJuly 2008

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Introduction

• Post

• Remit

• Audit

• Findings

• Target

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Currently

• Four SEAL pilot Primary Schools were established
  in 2006.

• Chafford Hundred Primary School presented at last
  years SEAL Conference and their commitment to
  the initiative continues.

• Most Primary Schools are working on elements of
  SEAL either in lessons, assemblies or
  extra-curricular activities.

• Many Primary Schools are involved in
  Cross-Thurrock projects which support the
  development of social and emotional skills.
  These initiatives include, work with Edison,
  Accelerated Learning, Model Learning and Impact
  Learning.

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Currently

• The Ockendon School is the Lead school in
  Thurrock and already implements SEAL across their
  Year 7 curriculum.

• The Gateway Academy, The Grays School Media Arts
  College and St. Cleres School have all
  implemented SEAL through pilot schemes with
  respective nurture groups.

• Chafford Hundred Campus - Seconday School,
  Hassenbrook School Specialist Technology College
  and William Edwards School Sports College have
  met with Neil Humphrey and begun a plan of
  action.

• Belhus Chase Specialist Humanities College, The
  Grays Convent High School and Gable Hall School
  have all expressed an interest in SEAL and
  hopefully todays event will generate further
  development.

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Support
Neil Humphrey Behaviour Attendance
Consultant Tel [phone] Mob 07917
505208 Email nhumphrey_at_thurrock.gov.uk

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School presentations

• The Ockendon School
• Sue Watson and implementing SEAL across year 7
• The Gateway Academy
• Sherryl Bareham and implementing SEAL for a small
  group of year 7 students

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SEAL and Thurrock Healthy Schools Scheme

• Bev Hoyte and Wendi Lee
• Thurrock Healthy Schools Programme Managers
• Margaret Gambardella
• Massage in Schools

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Lunch

• Buffet lunch
• Therapists
• In hall
• In Room G2
• In Room G3
• Displays

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Workshops-

• SEAL - what is in it for students?
• John Bayley
• Hall
• SEAL what does it mean for classroom teachers?
• Margaret Bleet
• Room G4
• SEAL - what does the SMT need to know?
• Liz Rymer
• Room G3

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Ive come to the frightening conclusion that I
am the decisive element in my classroom. Its my
personal approach that creates the climate. Its
my daily mood that makes the weather. As a
teacher. I possess a tremendous power to make a
childs life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humour, hurt or heal. In all
situations, it is my response that decides
whether a crisis will be escalated or
de-escalated and a child humanised or
de-humanised. (Ginot 1972)
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SEALWhat does it mean for Leadership Teams?

• Liz Rymer
• July 2008
• lizrymer_at_hotmail.com

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This session will consider

• Why SEAL is so important?
• How and when SEAL can be implemented in your
  school
• The approaches other schools have used to
  implement SEAL
• The approaches that can be used to monitor and
  evaluate SEAL effectively

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A journey looking for school improvement.....
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so SEAL permeates through all aspects of school
life and to parents and carers and to the wider
community
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SEAL and transition

• Children and young people are often left without
  the right support as they move from
• Early years to primary school
• Primary to secondary education
• Secondary education to college
• Leaving school
• Stress, anxiety and lack of support through these
  transition periods is common and worse for those
  with disabilities

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So lets try it....

• Transition is something on all teachers minds in
  the summer term
• Write down all the emotions that a student will
  be feeling
• Then record what skills the students need to cope
• Then decide where these skills are being taught
  in your school

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Why is SEAL so important?
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The burden of poor emotional and mental health

• Good learners need good mental health
• but.....
• 1 in 10 has a diagnosable mental health disorder
• Particularly vulnerable groups
• Young carers
• Children in care
• Bereavement
• Disability
• Children who have been abused
• Young people with drug or alcohol issues

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How does this impact on learning?

• For those with clinically significant problems
• 44 of children with emotional disorders have
  fallen behind at school
• 59 of children with conduct disorders have
  fallen behind at school
• 60 of pupils who get no passes at GCSE have
  special needs
• For all children
• Growing evidence that emotional resilience
  underpins cognitive aspects of learning.
• Good learners need good mental health

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What does this mean for schools?

• In a 1000 pupil secondary school, at any time
• 100 will be suffering significant mental illness
• 50 pupils will be seriously depressed
• 1020 pupils will have an obsessive compulsive
  disorder
• 510 girls will be affected by eating disorders
• BUT
• Only 25 of CYP with clinically significant
  mental health problems will be accessing the
  services they need.
• Early recognition and intervention are crucially
  important

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UNICEF

• 40 separate indicators in
• 6 groups
• Material well-being
• Health and safety
• Education
• Peer and family relationships
• Behaviours and risks
• Subjective
• well-being

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The evidence

• The UK is bottom of the table overall
• Bottom for 5 of the 6 groups of indicators
• High poverty
• Poor health high infant mortality low birth
  weight
• Poor family and peer relationships
• Risky behaviour alcohol, early sex teen
  pregnancy
• Low expectations and high NEETs
• Low self-assessed well-being

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Challenges facing Thurrock Schools

• Closing the gap
• Data rich to information rich
• Stage not age testing
• Curriculum review
• Leadership management training
• Effective use of ICT
• Poor literacy levels
• Attendance issues

• Staff student mobility
• Issues around BME EAL students
• Student behaviour
• Making and sustaining
• effective partnerships
• Would building a more positive school ethos
  help?

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How and when can SEAL be implemented in your
school?
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• No right way
• Lots of different possibilities
• Starting point depends on where each school is
  now

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Suggestions for Implementation

• Exploration and development of understanding for
  each theme
• Identify teaching and learning approach and
  subject area/s and create action plan
• Development of learning opportunities in lessons
  and across school
• Learning outcomes for students measurable
  together with enhanced understanding for all
  staff, governors and parents
• Monitor and evaluate and review plan

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The approaches other schools have used to
implement SEAL
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• The Ockendon story
• The Gateway story
• Case Studies

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The approaches that can be used to monitor and
evaluate SEAL effectively
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• What could we use to measure impact?
• List as many sources of evidence as you can

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• Get some data before you start
• Performance data
• Attendance data
• Rewards
• Referrals
• Exclusions
• Staff retention
• Lesson observations
• Attitudinal surveys, questionnaires and
  interviews for students, staff and parents

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Next steps

• Explore the SEAL site
• Decide on what you want to develop
• Complete an audit and gather data
• Plan your attack
• Do it!

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Lets get motivated!

• Action Jackson

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Plenary

• Thanks
• to all the speakers
• To all the therapists
• to the staff at the Culver Centre, especially
  Clare Boggis
• Complete evaluation sheet
• Refreshments available

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Building a whole school consensus

• SEAL is for EVERY young person. It is about every
  young persons social competence and emotional
  health, not just about young peoples problems
• SEAL requires that EVERYONE in the school
  recognises their responsibility for living out an
  ethos based on listening, valuing and
  problem-solving

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• Children are the living message for a world we
  will not see
• Sir Al Aynsley-Green

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Conference aims

• To inspire, challenge and stimulate thinking
  around SEAL
• To consider the significance of SEAL for learners
  and learning
• To provide opportunities to consider the role of
  leadership in the development of SEAL
• To receive information about some of the services
  that support SEAL
• To provide opportunities to reflect, enquire and
  discuss with colleagues