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Bcbc wellbeing booklet (6) final

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  • 1. Working on Wellbeing
  • 2. Table of Contents PageForeword 1Background 2Key Steps One Establishing a whole-school Social and Emotional Learning (SEL) Framework 5 Two Reviewing the current position 7 Strand 1: The Learning Needs Analysis 8 Strand 2: Provision Mapping for Social and Emotional Learning 14 Strand 3: Online assessments – My School, My Class, My Feelings 16 Three Planning interventions 22 Strand 1: Planning whole-school interventions 23 Strand 2: Planning class interventions 25 Strand 3: Planning small group or individual interventions 30 Four Implementation of actions planned 37Appendices 1 Findings from the NBAR project in Bridgend and the Vale of Glamorgan 38 2 Preparatory activity for developing SEL Framework 46 3 Examples of interventions 48
  • 3. Foreword These are underpinned by the Welsh Government’s Personal and Social Education framework, and include the translation of the The Working on Wellbeing project is based on a recognition that emotional and social difficulties that children and young people experience haveThe Working on Wellbeing project Social and Emotional Aspects of Learning (SEAL) adverse effects on their ability to learn, becauseoriginated from a commitment by resources into Welsh. The curriculum focus they reduce their capacity to concentrate on for personal, social and emotional wellbeing academic progress and learning new skills. This isthe Minister for Education, Lifelong within the Foundation Phase is also an important especially the case for those pupils with complexLearning and Skills in March 2006 component of the work being carried out needs. Early identification and intervention areto undertake a National Review of by schools. The contributions of the Welsh crucial for ensuring that specialist approaches canBehaviour and Attendance (NBAR). Network of Healthy School Schemes and the be accessed in a timely and effective way. ThisAn independent steering group, led Primary Mental Health Teams are also important not only involves robust work within the schoolby Professor Ken Reid, considered the for supporting the promotion of emotional setting, but also a commitment from the familiesexisting good practice in Wales and health and wellbeing in schools. of the children and young people and the widerproduced clear recommendations. Research shows that a properly trained community. This project therefore provides school workforce, able to apply whole school an important bridge between the Personal andThe Working on Wellbeing project was approaches for preventing and intervening in high Social Education framework in schools and thesubsequently commissioned by the Welsh risk behaviour, can make a difference not only to Families First programme designed to supportAssembly Government to develop a strategy for the children and young people themselves but families and tackle child poverty.identifying and assessing the social and emotional to the school community as a whole. However, The Working on Wellbeing project has beenneeds of children and young people, and to a number of challenges identified by the NBAR developed through a successful collaborationput in place early and effective intervention steering group need to be addressed, including: between Bridgend and Vale of Glamorgan localapproaches to meet those needs. the provision of professional training and authorities (including the Educational PsychologyIn Wales, a number of whole school approaches development for school staff; the importance of Services, the Inclusion Services, and theare seen as strong components in supporting utilising the opinion of children and young people Behaviour Support Services) and the Universitypupils’ social and emotional needs, and ultimately in helping to understand the issues around of Sussex. We are especially grateful for theimproving their behaviour and learning. behaviour and attendance; the need for better contributions made by the staff and pupils in the multi-agency working; and concerns around two clusters of schools in Porthcawl and Barry. the histories of poor behaviour and attendance before Key Stage 3. 1
  • 4. Background The Working on Wellbeing (WoW) project was designed to help Local Authorities and schools develop a comprehensive approach to socialEfforts to support the wellbeing and emotional learning that includes identifyingof children and young people have and meeting the social and emotional needs of all pupils. It recognizes that the behaviour ofbecome a national priority, especially children is a result of their social and emotionalin light of international comparisons development, and that this in turn is influencedof developed countries which have by the social and emotional environment orindicated relatively low levels of child climate that they experience inside and outsidewellbeing in the UK. school. Therefore, it helps schools to create a positive climate that promotes wellbeingIn one report, the UK was placed 17th or and supports the development of social andlower out of 21 countries on dimensions such emotional skills.as educational well-being, family and peerrelationships, behaviours and risks, and subjective The social and emotional development of childrenwell-being.1 and young people is known to be complex. A large and rapidly growing body of researchAlthough wellbeing encompasses material/ evidence has traced a multitude of factorseconomic and physical health dimensions, it is For example, we know that children become involved, covering a wide range of topics includingwidely understood that social relationships and increasingly mature in their ability to manage early infant-caregiver attachments, interactionsemotional experiences are a crucial bedrock for their emotions, both in terms of how they and relationships with parents and siblings, moralwellbeing in children and young people, just as express them in public and in terms of how they reasoning, emotional control, self-perceptions,they are for all human beings. Given that schools deal privately with distressing or uncomfortable gender development, and peer relations.3are recognised to be one of the key settings for emotions.the psychological development of children and This body of research shows a number of basic But we also know that, at any given age, childrenyoung people2, this raises the question of what developmental patterns and sequences that and young people vary enormously in their socialschools can do to better understand and support children typically show as they move from early and emotional competence.the social and emotional foundations of wellbeing. childhood to middle childhood to adolescence.1 UNICEF (2007). Innocenti Research Centre Report Card 7: An overview of child well-being in rich countries. Florence, Italy: UNICEF.2 Banerjee, R., Tolmie, A., & Boyle, J. (2011). Educational psychology: History and overview. In G. Davey (Ed.), Introduction to applied psychology. Chichester, West Sussex: Wiley.3 Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop. London: Worth.4 Saarni, C., Campos, J., Camras, L., & Witherington, D. (2006). Emotional development Action, communication, and understanding. In W. Damon, L. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology. New York: Wiley.2
  • 5. This is most obvious in the case of pupils Some pupils generally feel positive about Work in the area of social and emotional learningrecognised as having special educational needs. themselves and their experiences, whereas others is nationally recognised as crucial. AccordingFor example, staff in schools will be aware of feel anxious or angry and are unable to find to the ESTYN Inspection Framework (2010),pupils who have been diagnosed with an ‘autism anything positive about themselves. school inspectors are governed by the Educationspectrum condition’ (ASC) or attention deficit Moreover, these kinds of variations are present Act of 2005 regulations which instruct them todifficulties, often involving significant impairments not just at the level of individuals, but also at the report on ‘The spiritual, moral, social and culturalin social relationships and interactions. Other levels of groups (e.g., a particularly disruptive development of pupils at the school’ and ‘Thepupils might be identified as having ‘behavioural, group of children), classes (e.g., a class with contribution of the school to the well being of pupils’.emotional, and social difficulties’ (BESD) generally high levels of anxiety), and even wholethat could include a wide range of difficulties schools (e.g., a school where both pupils and staffin managing social life, from disruptive and The key aim of WoW is to develop a whole- report feeling unsafe).aggressive behaviour through to social school framework for social and emotionalwithdrawal and deep-rooted insecurities. Working on Wellbeing is based on a strong health and wellbeing, with an emphasis evidence base of research that highlights how on early identification of needs andAlthough recognising and meeting the special school-based strategies to support Social and intervention. This includes:educational needs of particular pupils is important, Emotional Learning (SEL) can promote a wideresearch also shows us that even within the ●● nvolvement of the whole school community I range of positive outcomes. According to the‘mainstream’ population of pupils at school, there in developing a Social and Emotional Learning most recent meta-analysis of research studies6,are dramatic variations in social and emotional (SEL) framework significant overall effects include:functioning – variations which are fundamentally ●●  rovision map outlining the range of provision Pconnected to wellbeing.5 For example, some ●● Improved social and emotional skills in schoolspupils are well-liked within their peer groups, ●●  ore positive attitudes towards self, school, M ●●  valuation of workforce skills and professional Ewhereas others are actively rejected and and social topics development programme to ensure workforceostracised. Some pupils show bullying behaviour, adequately skilled ●● Higher levels of positive social behavioursome are victimised, and some experience both– and some pupils egg on the bullies, whereas ●● Reduced conduct problems ●● ndividual and whole-school assessments to Iothers come to the aid of victims, and others just identify social and emotional needs ●● Reduced emotional distresswalk away. ●●  roactive whole-school developments that P ●● Increased academic performance. build upon the current position ●●  argeted interventions based on the T5  Smith, P., & Elliott, J. G. (2011). Social problems in school. In A. M. Slater & J. G. Bremner (Eds.), Introduction to developmental assessments and the knowledge within the psychology. Oxford: Wiley-Blackwell. school community6  Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. ●●  onitoring and review of progress and outcomes. M 3
  • 6. Key steps for Working on Wellbeing WoW provides a tailored model of practice that meets the specific needs of a school or cluster of schools, involving the four steps shown below and described on the pages that follow. Step 1 Establishing a whole-school SEL Framework ● Preparatory activity  D ●  eveloping and customising the SEL Framework Step 2 Reviewing the current position of the workforce and resources ● Learning Needs Analysis ● Provision mapping tool Step 4 Step 3 Assessing social and emotional needs of the pupils Planning interventions I  mplementation of actions planned ● My School ● Whole School ● My Class ● Class ● My Feelings ● Small group and individual4
  • 7. Step 1: Establishing a whole-school Social and Emotional Learning (SEL) FrameworkThis first step is an essential part of the process This essential activity (described more fully inas it engages the school community and helps Appendix A2) involves:them to contribute to developing their vision, take 1.  members of the school community Allownership of the work, and understand its core (children/young people, parents/carers,purpose. The main outcome of this step of the members of staff/governors and perhapsprocess is the development of a SEL Framework members of the broader community such asthat represents the aspirations of the whole local employers, businesses etc.) identify anschool community. This should be revisited agreed set of qualities that they would likeperiodically (every few years) to ensure that it still their children to acquire.matches the aspirations of the school community. 2.  The qualities are categorised as to whetherPreparatory activity: the are ‘good for the community’ and ‘good for the individual’.Engaging with the wholeschool community 3.  Qualities viewed as both ‘good for the community’ and ‘good for the individual’ areThe preparatory activity is very important as it selected and used to identify a set of skillsprovides an opportunity for all members of the that pupils need.school community to be involved in the earlystages of developments and obtain a greater Developing the frameworkunderstanding WoW in their school. The learning skills identified in the preparatory activity are used to produce the school’s or cluster’s own SEL Framework, tailored to the priorities and needs of the local community. This SEL Framework will be used in Steps 2 and 3 to review current provisions within the school and to plan new provisions and interventions. 5
  • 8. Step 1An example SEL Framework developed from a consultation with school communities in Porthcawl and Barry is provided below:A citizen of Porthcawl and Barry is… Self aware – Motivated and resilient – Empathic – Sociable – and is responsible and skilful. and is strong, motivated, and is understanding, wise, and is tolerant, empathetic, courageous, and determined. thoughtful, patient, and caring. respectful, fair, and honest. They need to learn: They need to learn: They need to learn: They need to learn: 1. To understand their feelings 6. How to identify and set goals, 11.  o understand the thoughts and T 15.  istening and communication L 2.  o understand themselves as a T plan, persevere and overcome feelings of others skills – listening, conversation, person obstacles 12.  o show empathy and respond T making eye-contact, using body 7. Good organizational skills and appropriately language to express feelings, 3.  o understand themselves as a T expressing opinions (assertively) learner including their strengths how to manage their time 13. To trust others and weaknesses and how they 8.  manage emotions – patience, To 16.  ollaboration and team skills – C 14.  o appreciate other people T participating, co-operating, being learn best not take things personally and – their diverse qualities and cope with losing a good member of a group 4.  o have self-esteem and be T abilities confident 9.  learn from their mistakes To 17.  elationship skills – friendship R and take responsibility for own skills, sharing, turn taking 5. Self-reflection actions 18.  o resolve conflict – negotiate, T 10.  o adapt to different situations T solve problems. (right skills for the situation)6
  • 9. Step 2: Reviewing the current position The three strands of data collection Strand One Strand Two Strand Three Learning Needs Analysis Provision Mapping Online Assessments What are the school’s strengths What are provisions are available? What is the social and emotional and weaknesses? What skills do these develop? climate of the school? How effectively are the skills developed? What are the social and emotional Are there any overlaps or gaps? needs of the pupils? Completed by: Completed by: Completed by: School’s Wellbeing Co-ordinator School’s Wellbeing Co-ordinator All members of the school community All data used to plan actions All data used to plan actions 7
  • 10. Step 2 Strand 1: The Learning Needs AnalysisBackgroundA key feature of WoW is to establish that theworkforce is ‘fit for purpose’ and able to addressthe social and emotional needs of children andyoung people.To do this, the development of an effective and responsive staffprofessional development framework for the school communityis crucial. The School Effectiveness Framework states theneed for schools to build strong learning communities wherepractitioners can develop and share their professional knowledgeabout learning and teaching and build on good practice. It alsohighlights the need for a planned training strategy which will meeta wider range of children including those with Additional LearningNeeds.In Bridgend, the Learning Needs Analysis has been developed aspart of a continuous cycle for the professional development staffwho are at different stages of their careers. The diagram on thispage outlines the three key components that combined to formthe continuous cycle of professional development:8
  • 11. Step 2 Strand 1The Learning Needs Analysis As part of a continuous professional development cycle, the LNA helps to measure progress of the school workforce over a consolidated period of time. The LNA provides a baseline (starting point) for measuringThe Learning Needs Analysis (LNA) helps to how skilled the workforce are to deliver the identified ALN needs of the school’s population and supportsidentify good practice taking place in schools, the process of reporting on the impact that the CPD activities have had in relation to learner outcomes.recognizing the knowledge and expertise ofschool staff in providing for children and young The LNA process involves five stages of activity:people’s social and emotional learning. The LNAalso identifies the strengths and weaknesses of Stage One The first stage is to identify the personnel who will be involved in carrying outthe school workforce. This information helps the LNA and set up the meeting to carry out the LNA. This might include theto determine how well equipped the school Headteacher, PSE Coordinator, Specialist Outreach Teacher, ALNCo.workforce are in: Stage Two Together the team should consider each statement on the LNA grid, providing●● dentifying the progress children and young i the necessary evidence as to whether the school meets the criteria for either people are making with their social and improving, refining or celebrating success. (See LNA template overleaf) emotional aspects of learning●●  ow pupils are assessed and monitored h Stage Three From each of the areas listed in the LNA the next step is to write up a summary where there are concerns of what the school has achieved to date together with a RAG (red, amber, green)●● what resources the school has in place score. (See LNA template overleaf)●● what interventions the school has in place Stage Four The next step is to use the analysis to set CPD targets as part of the annual cycle●● what training staff have undergone of professional development for school staff and then to implement the training and development programme.●● partnership working●● transition arrangements. Stage Five The final stage of the process is to review the CPD activity at the end of the year in order to evaluate what outcomes have been achieved and the impact this has had on learners. 9
  • 12. Step 2 Strand 1The worked example below shows a Learning Needs Analysis completed by Newton Primary School, Porthcawl.Learning Needs Analysis School NEWTON PRIMARY Completed by Head Teacher Date July 2011 Specialist TeacherEvaluation Area Targets OutcomesIdentification and Assessment R A GThe school is developing a consistent whole Termly whole school staff training ●●  10 pupils have been surveyed across the 1school approach for the identification of sessions to be delivered in the school from years 3 to 6. Years 1 and 2pupils with BESD by piloting the Banerjee administration and interpretation of the have also trialled the assessments, but noonline assessments. Where pupils have Banerjee online assessments. Individual data analysis has been completed yet.been highlighted with possible BESD support and training for teachers ●●  he ALNCo has received training in running Tdifficulties, the Specialist Outreach teacher and support staff to be provided the project and the HT is able to produceis supporting the school in the use of throughout the year to ensure staff are the graphs from the results.appropriate intervention approaches to appropriately skilled in the use of themeet the needs of the pupil. Banerjee online assessments. Identified staff will also be trained in producing the on-line data as well. The school’s behaviour policy will also be updated.10
  • 13. Step 2 Strand 1Evaluation Area Targets OutcomesResources R A GThe school feels that it is well As a result of the provision mapping A SEAL training day is planned for July 2011. Part ofresourced in many areas across exercise, the school would like to participate the day will allow HTs and nominated members ofthe school. They make good in a cluster day training session linked to staff time to plan the SEAL project across the wholeuse of “Game Shop Managers,” SEAL. A cohort, identified by the NBAR school. The school will implement SEAL across theand “Playground Peacemakers.” pilot project will pilot SEAL activities over school starting in September.Student Assistance Programme 2 terms. The success of this will then be(SAP) training is available to all staff reviewed in the final term and a decisionand they are also aware of SEAL, made whether to implement the schemealthough it is not currently being across the whole school.used across the school. The Headteacher is very keen to consider the possible use of purchasing resources that can be shared by the cluster.Interventions R A GSome staff have been trained in the Staff delivering SAP have an ‘update’ As a result of the Banerjee online assessments:SAP programme, and the whole slot in the weekly staff meetings. The ●● 10 children have been referred for SAPschool is involved in the “TALK,” HT would also like to find out more ●●  8 children are being monitored closely for possible 1project. A member of staff has about the availability of “Therapies,” in group changes.been identified to receive training Bridgend. A member of staff has also ●● 2 children have been referred for counsellingfor Emotional Literacy for Support been identified to receive training in ●●  focus has been placed on year 6 children to AAssistants project (ELSA) the next the future for “Developing a Nurturing ensure that they don’t dominate aspects of learning.time it is delivered. Home/school Classroom.”books are used with pupils prior to Children also deal with problems through peerschool Action/PSP plans, and the mediation, and this is supported by training carried outHT also has fortnightly meetings with by the specialist teachers with lunchtime supervisors.parents and and individual children to The headteacher feels that using the Banerjee onlinemonitor progress when necessary. assessments has significantly improved the accuracyPlayground Peacemakers are used to of referrals for individual interventions used within thegood effect during lunchtimes. school. 11
  • 14. Step 2 Strand 1Evaluation Area Targets OutcomesReview and Monitoring R A GThe school uses IEP Writer from nursery to The HT is planning to review the school’s use ●●  he school reviewed its IEPs in Tyear six. The IEPs are monitored regularly in of IEPs during the Spring Term, and where March 2011, and has been able toreview meetings twice a year. The children are possible link targets to SAP work carried use the results from the Banerjeefully involved in setting their own targets, which out and the results from the Banerjee online online assessments to help formare clearly stated. The school, as part of the assessments. some targets.Porthcawl cluster, is also involved with trialling ●●  he setting of SMART targets has Telectronic IDPs. Parental questionnaires are also also been addressed in the TAPPASsent home annually, to link in with the school’s meetings.self-evaluation cycle. The school is going to usethe Banerjee online assessments three times ayear to review and monitor pupils well-being.Training and Development R A GAll staff are being trained in NBAR early ●● nset to be delivered to ensure all staff are I ●●  NSAs and LSAs throughout the Sidentification approaches. The minimum BESD aware of the BESD intervention approaches cluster have had access to a supporttraining requirements are being addressed by that are taking place across the school and staff network to assist with their CPD.the school (ELSA, online assessments, parenting when to appropriately use them. Training has included general behaviourtraining, nurture training). TAPPAS has been ●●  APPAS is set to meet half termly and has T strategies, dyslexia and ASD. The groupdeveloped throughout the cluster for ALNCos put together a programme of professional has received six sessions during theand Specialist teachers working within the development activities in order to share and year at all schools in the cluster.clusters. A support staff network is also being develop good practice across the cluster. ●●  n ALN cluster conference is also Adeveloped for SNSAs to develop their CPD. A planned for Autumn Term 2011 forProfessional Learning Community is also being ●●  upport staff are set to meet half termly. S all staff.set up for Wellbeing. ●●  T would like to develop training for H ●●  n LSA has been identified to attend A lunchtime supervisors. ELSA training during 2011/2012 ●●  member of staff has been identified to A ●●  unchtime supervisor training has L receive ELSA training. also taken place.12
  • 15. Step 2 Strand 1Evaluation Area Targets OutcomesPartnership Working R A GThe school feels that it has strong links with its To develop support groups for ●●  Coping with Kids,” was trialled with “pupils and outside agencies. The school Council parents of children with BESD, parents during Spring Term 2011. Itis involved in staff recruitment and the school possibly as part of the cluster. received good feedback with a view totakes part in the Meaningful Work Programme. repeating the course.The school also uses peer mediation and ●●  arent liaison “drop in surgeries” have also Pbuddying systems. been identified as part of the action planThe school is developing its strong links with for Porthcawl Cluster, starting during theparents. Some examples include the use of Summer Term.home/ school contracts, termly parents’evenings with the HT and the use of LAP.Transition R A GThe school has strong links with the ●●  o continue to develop smoother T Transition is a target area highlighted incomprehensive school, although it feels some transition for children with ALN to TAPPAS meetings. During these meetingsareas such as SEN and support for these comprehensive school with greater there has been an agreement made betweenchildren can be improved. involvement from the Inclusion ALNCos of the information needed by theThere is a transition policy. Service. comprehensive school, linked to ALN. Extra ●●  o provide extra support for pupils T visits for children with ALN have also been and parents of Y6 pupils who may discussed. A day is planned during July 2011 be anxious. for identified “anxious” pupils in year 6 across the cluster, and their parents, to receive extra support and a visit to the comp. 13
  • 16. Step 2 Strand 2: Provision Mapping for Social and Emotional LearningThe Provision Mapping tool is an audit ●●  rade the effectiveness of the delivery of Gtool that encourages staff to consider the intervention at the school the wide range of approaches and  Improving (I) - if only one or two classes – interventions currently being used use the approach or if only a few pupilsin school. have access to the intervention  Refining (R) - if there is widespread and – Interventions and approaches used in the competent use of the intervention butschool or LA – categorized as whole-school staff feel they could do moreinterventions, targeted interventions, or moreintensive interventions – are listed and evaluated  Celebrating (C) - if the intervention is – to show which skills from the SEL Framework fully integrated into the life of the schoolthey promote. This can be completed on an The completed provision map is used toannual basis. Identify any gaps or overlaps in provision, and will be a key part of the planning processHow to complete the in Step 3. It can be adapted to reflectProvision Mapping Tool approaches and interventions available to●●  raw up a list of provisions in the school or D the school, and used when identifying which LA that support SEL in the school. These interventions may be helpful for an individual, might be whole-school, targeted, or intensive class, or group. activities Information should be available within the●●  iscuss each provision to determine which D school about the nature of each provision, the SEL skills it develops, either fully (marked √√) SEL skills being addressed, the skills and training or partially (marked √) required for the facilitators, the frequency and duration of the provision, and the impacts previously observed. Some examples are provided in Appendix A3.14
  • 17. PROVISION AFL SEAL (Please fill in the provision that is available at your school presently Playground Assemblies Celebration Circle Time before identifying the skills it Peer Support School Council promotes) Responsibilities Key: SEL Skills 1-18 ✓ √√ = full coverage of skill ✓✓ ✓✓ ✓✓ 1.To understand their feelings √ = limited coverage of skill ✓ ✓✓ ✓✓ ✓✓ ✓✓ 2. To understand themselves ✓✓ ✓✓ 3. To understand their learning Self-aware ✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ 4. To have self-esteem ✓ ✓ ✓✓ ✓✓ 5. Self-reflection R = refining ✓ ✓ ✓ C = celebrate I = improving ✓✓ ✓✓ ✓✓ 6. How to identify and set goals, plan, persevere ✓ ✓✓ ✓✓ ✓✓ 7. Good organizational skills and time management ✓ ✓✓ 8. Manage emotions Key: review of implementation Motivated and resilient ✓✓ ✓✓ ✓✓ 9. Learn from their mistakes ✓ ✓✓ ✓✓ ✓ 10. Adapt to different situations ✓✓ ✓✓ ✓✓ 11. Understands the thoughts and feelings of others An example of a partial provision map from a school in the Porthcawl and Barry project is provided below. ✓ Empathic ✓✓ ✓✓ ✓✓ ✓✓ 12. Show empathy ✓ ✓✓ ✓✓ ✓✓ ✓✓ 13. Trust others ✓ ✓✓ ✓✓ ✓✓ ✓✓ 14. Appreciate other people and their diverse qualities ✓ Step 2 ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ 15. Listening and communication ✓ ✓✓ ✓✓ ✓✓ ✓✓ ✓✓ 16. Collaboration and team skills Sociable ✓ ✓ ✓✓ ✓✓ ✓✓ ✓✓ 17. Relationship skills ✓ ✓ ✓✓ ✓✓ 18. Resolve conflict Review of quality of implementation R R R C C C C Strand 2 (C,R or P)15
  • 18. Step 2 Strand 3: The Online AssessmentsThree online surveys were devised to From the results, staff can identify The results from the ‘My Class’ assessments areprovide additional information about ●●  spects of school ethos in which the school is a only meaningful if they are used with a groupthe emotional health and wellbeing of strong and secure who spend time together on a regular basis. Forthe school and the pupils. example, a secondary school pupil may not appear ●●  reas that need further development a to be fitting in well with their tutor group, but mayThe surveys, with instructions for registration ●●  ifferences in the perceptions between staff d have good friendships with pupils across the yearand administration, are available at: and pupils. group. However, research has shown that rejectedhttp://www.sussex.ac.uk/Users/robinb/ pupils are very often rejected by their peers It should be noted that although staff and pupilsnbar-sepq-info.html independent of whichever group they are in. may have different perceptions, there is usually aGroups of pupils can complete them in the good convergence between them when it comes My Feelings. This assessment is completedschool’s ICT suite, with each survey taking to relative scores across different schools. In by children, by rating how often various socialapproximately 15-20 minutes. The assessments other words, schools with relatively high ratings and emotional experiences are true for them. Itare ideally completed at the beginning of the year from staff tend to have relatively high ratings provides information about:(allowing a half-term for pupils to settle) and from pupils, and schools with relatively low ●●  ositive social experiences at school (e.g, Pagain at the end of the year to monitor progress ratings from staff tend to have relatively lowand plan actions for the following year. ratings from pupils. social inclusion) ●●  egative social experiences at school (e.g, NMy School. This is a survey that is completed My Class. This ‘sociometric’ assessment is victimisation)anonymously by all members of the school completed by children, by nominating pupils ●● Feelings of angercommunity, including staff (both teachers and in their class who fit different descriptions. Itsupport staff) as well as pupils. The assessment provides information about: ●●  eelings of sadness and depressive symptoms Fprovides insights into the social and emotional ●● Pupil relationships within a class/tutor group ●● Feelings of worry and anxietyclimate of the school. The feedback includespercentage scores from pupils and staff in ●●  evels of peer acceptance and rejection L ●● Self-perceptionsresponse to set questions about their attitudes experienced by pupils Please note that the results produced fromregarding the children’s and adults’ social ●●  ach pupil’s behavioural reputation within E the ‘My Feelings’ data are about feeling worried,relationships, enjoyment of school, and social the peer group: cooperative, disruptive, shy, sad and angry and about the pupils’ generaland emotional skills. aggressive, leader social experiences at school. They cannot be used on their own to diagnose clinical mental health problems.16
  • 19. Step 2 Strand 3Understanding results A portion of the feedback for one of the schools in the Porthcawl and Barry project is provided below:from the assessments Total number of pupil responses: 89 Percentage choosing ‘quite often’The interpretation of results from the assessments Total number of staff responses: 20 or ‘nearly all the time’is an important part of the process. It requires Pupil responses Staff responsescareful reflection in the light of knowledge ofthe school, class, and children or young people. Children really listen to teachers and other adults at school 78.2% 100.0%Ideally, it will be carried out collaboratively Children show they care about each other 85.1% 100.0%between the relevant class teacher(s) and anothercolleague, possibly the SENCo or year head. Children get into fights 23.2% 0.0% Children like the adults at school 79.5% 100.0%My School: Links with the Children deal with arguments in a peaceful way 46.1% 89.5%overall Provision Map and theLearning Needs Analysis Adults really listen to what the children have to say 83.9% 100.0%The completed Provision Map and Learning Needs Adults show they care about each other 90.9% 89.5%Analysis should already have identified areas where Adults shout and get cross 32.6% 5.0%provision for pupils’ social and emotional needs Adults like the children at school 84.9% 100.0%is strong, as well as areas where more work isneeded. This knowledge can be supplemented by Adults deal with arguments in a peaceful way 83.9% 100.0%the detailed results of the My School survey, whichwill reveal how pupils and staff (and any otherstakeholders who complete the questionnaire)perceive aspects of the school ethos.The My School feedback shows the percentagesof pupils and staff who agree (choosing either‘Quite often’ or ‘Nearly all the time’) withstatements about both the children and theadults at school. 17
  • 20. Step 2 Strand 3My Class: Sociogram and peer reputationThe information collected from the ‘My Class’ survey allows staffto produce a sociogram. Green = received high number of Most-Liked (ML) and low number of Least-Liked (LL) nominationsThis is a visual representation of the relationships between pupils (often referred to as ‘popular’)in the class / tutor group.Each pupil is identified by a circle. The colour of the circle indicates Grey = received low number of ML and high numberthe pupil’s peer status, as shown opposite. of LL nominations (often referred to as ‘rejected’)Arrows between pupils indicate positive peer nominations:e.g., Ben Peter Orange = received high number of ML and high numberindicates that Ben nominated Peter. of LL nominations (often referred to as ‘controversial’)Blue doubled-headed arrows between pupils indicate reciprocalpositive nominations: Pink = received low number of ML and low number of LL nominations (often referred to as ‘neglected’)e.g., Ben Peterindicates that Ben nominated Peter and that Peter nominated Ben. White = received average number of ML and LL nominations (often referred to as ‘average’)18
  • 21. Step 2 Strand 3An example of a sociogram from one of the schools in the 8Porthcawl and Barry projects is provided below. It shows a greatdeal of variation in children’s peer relationships. There are some 13groups of pupils who all nominate each other (e.g., 7, 9, 19, 6, 10, 1813), but others have few or no reciprocated nominations. Thereare some pupils who receive many positive nominations (e.g., 6and 15), and others who receive none (e.g., 16 and 23). 17 14 21 10 7 6 15 5 9 11 19 3 2Note: 1 23Pupils may fall in the ‘Average’ peer status category but be justbelow the statistical threshold for one of the other peer status 20categories (e.g., 14 in this sociogram). The other feedback from MyClass and My Feelings should be consulted to gain a richer picture ofthe pupils’ functioning, as described on the following pages. 12 22 4 16 19
  • 22. Step 2 Strand 3An individualised graph is also produced for each pupil, showing the peer reputation of that pupil within the class. The graph shows how oftenthe pupils is chosen by his or her peers for Most-Liked, Least-Liked, Cooperative, Disruptive, Shy, Starts Fights, and Leader.The scores are standardised so that 0 is the average for the class, scores above 0 are above the class average, and scores below 0 are belowthe class average. Each bar shows the full range of scores in the class: the lowest scoring pupil would be at the bottom of the bar, and thehighest scoring pupil would be at the top. The dot in each bar shows the position of the given pupil within the class range. Pupil 15 from the sociogram on the previous page Pupil 16 from the sociogram on the previous page 5 5 4 4 3 3 2 2 1 1 -0 -0 -1 -1 -2 -2 L LL P UP Y T AD L LL P UP Y T AD M M O O H H SH SH ISR ISR FIG FIG CO CO LE LE D D This pupil was often chosen by peers as most-liked and had the This pupil had the lowest score for most-liked (the sociogram lowest score for least-liked within the class. The pupil was also shows that no positive nominations were received) and the the one most often seen as cooperative within the class. highest score for least-liked. The pupil was seen by the class as disruptive and starting fights.20
  • 23. Step 2 Strand 3My Feelings: Self-reportedsocio-emotional experiences Pupil 14 from the previous sociogram An individualised graph is provided for eachpupil, showing the scores of that pupil on 3eight dimensions of self-reported socialand emotional experiences: positive socialexperiences (e.g., being included or helped), 2negative social experiences (e.g., beingvictimised), anger, anxiety, depressive/sadfeelings, negative feelings at school, negative 1feelings at home, and self-perceptions.Scores are on a scale from 0 (almost never/not at all true) to 3 (nearly all the time/very 0true). Each bar shows the full range of scores in . p. y us ive ol e th eg exp grthe class: the lowest scoring pupil would be at m ho ex or xio ss An ho w sc rethe bottom of the bar, and the highest scoring ive ive An lf- at ep at sit at Sepupil would be at the top. The class average is eg D eg Po Nmarked as a horizontal line within the bar. The N Ndot in each bar shows the position of the givenpupil within the class range. This pupil had the lowest score within the class for positive social experiences, and was above average for most negative emotions (particularly anxiety and depressive/sad feelings). Negative emotions were well above average, both for school and home settings, and self-perceptions were among the lowest within the class. 21
  • 24. Step 3: Planning interventionsThe process of reviewing the current These might be low-level interventions (such as better starting point for supporting a problemposition will provide a wealth of how pupils are grouped, how staff greet pupils, with aggressive behaviour at school, rather thaninformation, and time needs to be and reward systems etc.) or more specific immediately withdrawing individual pupils forset aside for relevant staff – ideally approaches or programmes that are selected from intensive anger management work. This kind of the school’s Provision Map. These interventions universal provision then can become a backdropincluding senior leaders in the school can be planned at the level of the whole school, for more intensive interventions, if these are– to reflect upon the data, discuss class, small group, and/or individual pupil. considered necessary for some groups orfindings, and plan. individuals at a later point. As a guiding principle, the first port of call shouldIn all cases, the emphasis will be on identifying be the universal, whole-school provisions, ratherneeds in terms of the SEL Framework established than more intensive interventions. For example, Where to look for informationin Step 1. Once the skills and qualities that need a curriculum approach to conflict resolution The Learning Needs Analysis provides ●● attention have been identified, then appropriate (with opportunities for learning to be applied information about staff development needs.interventions can be agreed. and reinforced across the school) might be a ●●  he Provision Map provides information T about the support available in the school and any gaps or overlaps in provision. ●●  y School provides information about the M climate of the school from all members of the school community. ●●  y Class provides information about M patterns of relationships and social behaviour within each class. ●●  y Feelings provides information about M pupils’ self-reported social and emotional experiences at school. ●●  taff members can contribute their own S knowledge of pupils and their interactions.22
  • 25. Step 3 Strand 1: Planning whole-school interventionsThe most relevant information for planning whole-school interventions will For example, work with these tools and assessments may reveal that the schoolcome from the Learning Needs Analysis, the Provision Map, and the My School has little in place to promote pupils’ skills in peaceful conflict resolution, to supportfeedback. Analysis of the class and individual level profiles (using My Class positive interactions within the playground, or to enable pupils to understand theirand My Feelings feedback) can also be used to inform and enhance whole- own strengths and weaknesses. The results could reveal a number of differentschool planning. patterns which could feed into the planning of whole-school interventions. Examples of Questions to consider SEL focus Actions from Provision Map My School patterns and areas for to feed into planning development (see SEL Framework on p.6) Low enjoyment of school ●●  hat are we currently doing to ensure that the school is ●●  ll SEL areas – W A ●●  hole-school curriculum to promote W an enjoyable place to be? Self-awareness, positive ethos (e.g., SEAL New ●●  hy might children not be enjoying school – the school W Motivation, Beginnings, Circle Time) environment, approaches to teaching and curriculum, Empathy, and ●● Celebration assemblies behaviour and safety issues? Sociability ●● Re-designing playground routines ●●  re there differences in levels of enjoyment for A particular groups (e.g., staff or pupils, ability groups, ●● Midday supervisor training ethnic groups)? ●●  eview behaviour and anti-bullying policy R Perceptions of poor ●●  hat provisions are already in place to improve W ●●  mpathy and E ●● Circle Time, including trust games relationships relationships in schools? Sociability ●● SEAL ●●  re these perceptions reflected in other questionnaire A ●●  se of collaborative group work across U data (e.g., are there many children without positive the curriculum nominations in the sociogram or reporting negative social experiences in My Feelings)? ●● Celebration assemblies ●●  o we need to address relationships in the classroom, in D ●● Opportunities for small group learning the playground, and/or in the staff room? ●● Regular programme of paired work ●● How might we find out more about this issue? ●● Residential opportunities 23
  • 26. Step 3 Strand 1Examples of Questions to consider SEL focus Actions from Provision MapMy School patterns and areas forto feed into planning development (see SEL Framework on p.6)Reports of negative ●● s the negative behaviour across the school or limited to I ●● All SEL areas ●●  rimary SEAL – particularly New Pbehaviour small groups? Beginnings and Say No to Bullying ●●  re there any problem areas in the school’s physical A ●●  econdary SEAL –particularly Managing S environment? Feelings and Learning to be Together ●● s there consistency across the school in the way adults I ●●  lassroom management support for staff C respond to negative behaviour? ●●  eview of behaviour policy including R ●●  hat has the school done so far to improve behaviour? W rights, responsibilities, and rules and ●● Is there a preventative strategy in place? consequences ●●  ow involved are pupils in developing the school’s H ●● Consider restorative approaches behaviour policy and expectations? ●● School behaviour auditPerceived lack of social ●● Where are the gaps in social and emotional skills? ●●  ll SEL areas A ●● SEAL – all themesand emotional skills ●●  hat are we currently doing to promote social and W ●● Whole-school SEAL audit emotional development? ●● Whole school PSE approachMajor disrepancies ●●  hat opportunities are there for adults and pupils to W ●●  EL Framework S ●●  evelop a school council model that is Dbetween the views of discuss and develop school policy? skills 11,15,16,17 representative and involves all pupils –the staff and pupils ●●  re there are opportunities for all pupils to have their voice A for example by building in class or tutor heard? group meetings. ●● s there a school council – and is it truly representative? I ●●  et up a learning walk or similar activity S ●●  hat is in place to ensure that staff get to know the pupils? W that involves pupils to look at the behaviour of all members of the school ●● How aware are staff of playground dynamics? community.24
  • 27. Step 3 Strand 2: Planning class interventionsThe most relevant information for planning class interventions will come As a striking visual representation of current relationships within the pupilfrom the My Class feedback (both the sociogram and the patterns of social group, the sociogram provides a useful starting point for the discussions.behaviour shown in the peer reputation graphs) and the overall distribution It should be combined with a more detailed consideration of the otherof scores in the My Feelings feedback. information provided by the My Class and My Feelings surveys. Examples of Questions to consider SEL focus Actions from Provision Map My Class and and areas for My Feelings development patterns to feed (see SEL Framework into planning on p.6) S  ociogram shows a ●●  re the pupil groups supportive and inclusive? ●●  EL Framework A S ●●  rimary SEAL – Getting on and Falling Out P number of groups ●●  o the strong friendships lead to exclusion or D skills 13,14,15, ●●  econdary SEAL – Learning to be Together S where pupils all problems with falling out? 16, 17 ●●  se of random pairings for group work. Pupils select U nominate each other ●●  o the strong friendships get in the way of D a name at random and these are used for a week for collaborative learning? pair tasks. ●● s the class made up of cliques who have little I ●●  ecret friends - children select a name at random and S to do with each other and make it hard for are charged with ‘looking out’ for that person over the others to join the class? week and being particularly kind to them. ●●  ollaborative group work that allows children to enjoy C working with a wider range of classmates Sociogram shows ●●  ow long have the pupils in this class been H ●●  mpathy and E ●●  EAL – particularly themes on Getting On and Falling S very few reciprocated together? Sociability, esp. Out and Relationships nominations ●●  re the children feeling unsettled in their peer A skills 12,13,14, ●●  trategic groupings and the use of stable home groups S relationships? 16,17,18 that are developed using insights from the sociogram ●●  re the children friendly with pupils from A ●●  riendship and F and teacher knowledge. other classes or groups? play skills ●● Secret friends ●●  ow well do the children get on in the H ●●  eam and T classroom and on the playground? group skills ●●  o they fall out with each other often? D 25
  • 28. Step 3 Strand 2Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings developmentpatterns to feed (see SEL Frameworkinto planning on p.6)Sociogram shows a ●●  re the pupils supporting each other or A ●●  mpathy and E ●●  EAL – particularly themes on Getting On and Falling Scluster of ‘rejected’ escalating each others’ problems? Sociablility Out, Relationships, and Say No to Bullyingpupils ●●  ow are these pupils treated by the rest of H ●●  eam building, Student Assistance Programme T the class? activities ●●  re there any role models in the class who A ●●  ocus on creating a positive image for these children in F the ‘rejected’ pupils look up to? class, e.g. through the use of responsibilities, providing ●●  ow effective is the schools’ anti-bullying H them with a voice, giving a platform to show their policy? particular talents or sharing interests. ●●  o the My Class surveys suggest these D children have similar or different profiles?Sociogram shows a ●●  re the children’s learning opportunities A ●●  EL Framework S ●● Team buildingcomplete gender divide being narrowed by the gender divide (e.g., skills 12 and 16 ●●  EAL with a focus on collaborative group work with S stereotypes of boys vs. girls)? mixed gender groups. ●●  hat do you do to ensure that boys and girls W ●●  onsider seating arrangements in class and arrange C mix together? mixed group work across the curriculum. ●●  hat opportunities do the girls and boys W have to work together in the classroom? ●●  eview playground arrangements and their impact on R ●●  o the children resist working in mixed D cohesion groups or pairs? ●●  ut of school activities that require mixed groups. O26
  • 29. Step 3 Strand 2Examples of Questions to consider SEL focus and areas for Actions from Provision MapMy Class and developmentMy Feelings (see SEL Framework on p.6)patterns to feedinto planningSociogram and ●●  re these pupils perceived as ‘popular’ or A Aggressive ●●  EAL – Managing Feelings, Getting On and SMy Class graphs high in status by peers/teachers? ●●  EL Framework skills 1, 2, S Falling Out, Say No to Bullyingshow a number of ●●  o the pupils show awareness of the D 3, 11, 12, 14, 16, 18 ●●  ork on conflict resolution W‘controversial’ children consequences of their behaviour? ●● Restorative approacheswho are seen as ●●  ave you got clear expectations that the Hdisruptive/aggressive Disruptive in class ●● SEAL – Going for Goals, Managing Feelings pupils understand and have contributed to ●●  EL Framework skills S ●● Team building developing? 1-9, 15 ●●  oes the class or group take joint D responsibility for creating a calm and peaceful Disruptive in social ●● SEAL – Getting On and Falling Out atmosphere? relationships ●● Work on conflict resolution ●●  o the pupils show trust in others? D ●●  EL Framework skills 1, 12, S 13, 14, 15, 16, 17, 18Sociogram and ●●  hy do you think these shy children are W ●●  EL Framework skills 4, 15, S ●● SEAL – Getting on and falling outMy Class graphs show rejected by their peers? 16, 17 ●●  ocus on creating a positive image for Fa number of ‘rejected’ ●●  re these children always on their own or do A these children in class, e.g. through thepupils who are seen they have at least one friend? use of responsibilities, providing them withas shy ●●  ow do the pupils see themselves on the My H a voice, giving a platform to show their Feelings questionnaire – are they distressed particular talents or sharing interests about their social relationships? ●●  ncouraging ‘shy’ children to take a role E – supportive if necessary in collaborative groups or voluntary activities ●●  upported play S ●●  lay skills P 27
  • 30. Step 3 Strand 2Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings patterns developmentto feed into planning (see SEL Framework on p.6)Sociogram and My ●●  re there patterns of emotional experience A ●●  EL Framework S ●● SEAL – New Beginnings and Managing FeelingsFeelings graphs show a revealed by the My Feelings questionnaire? skills 4, 8, 13, 15, ●● Focus on positive learning experiencesnumber of ‘neglected’ ●● s it difficult for some children to be noticed I 16, 17pupils who report ●● Design and management of playground (by peers and by adults) at school?negative social and ●●  re there any specific groups who are A ●● Friendship skillsemotional experiences ‘neglected’ (e.g., girls, ethnic minorities, living in poverty, learning difficulties)? ●●  hen do pupils feel safe and happy at school? W How do we know?My Feelings graphs show ●●  hich negative emotions are being reported? W ●●  EL Framework S ●●  rimary SEAL – Good to be Me, Relationships, Pmany children reporting ●●  re there reasons why children report feeling A skills 1, 2, 4, 8, and sections of Getting On and Falling Outhigh levels of negative sad, angry or anxious? 11, 1 13, 16, 17 ●●  econdary SEAL – Learning About Me Semotions (e.g., anger, ●●  ow inclusive are the friendship groups within Hanxiety) the class? ●●  re the negative emotions related primarily to A problems at home? ●●  ow inclusive and supportive are the peer H groups within the class?28
  • 31. Step 3 Strand 2Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings patterns developmentto feed into planning (see SEL Framework on p.6)My Feelings graphs show ●●  ow well do the pupils get on with each other? H ●●  EL Framework S ●●  rimary SEAL – New Beginnings, Getting on and Pmany children reporting ●● s there a lot of conflict in the playground? I skills 4, 10, 16, Falling out, Say No to Bullyinglow levels of positive ●● s there an appropriate balance between I 17, 18 ●●  eview playground policy Rexperiences or high levels challenge, rewards and sanctions? ●●  lay leaders, buddies etc. Pof negative experiences ●●  o all children have the opportunity for D ●●  eview behaviour and anti-bullying policies R success? ●●  idday supervisor training to include rewarding M ●● s there a problem with bullying in the class/ I pupils school? ●●  estorative approaches RMy Feelings graphs show ●● s there a difference between reported feelings I ●●  EL Framework S ●●  amily SEAL Fmany children reporting at home and at school? skills 1, 2, 8, 17 ●●  oping with Kids and other parenting courses Chigh levels of negative ●●  re staff aware of the children’s emotional A ●●  edicated staff support for family liaison Demotions at home difficulties? ●●  ow do we engage and support our pupils’ H families? ●● s there support that we can offer at whole I school or class level? ●●  re there outside agencies that support A families? 29
  • 32. Step 3 Strand 3: Planning small group or individual interventionsThe most relevant information for When planning interventions to support small ●●  his discussion should also be informed by Tplanning small group or individual groups or individual pupils, the following steps staff members’ knowledge of other issuesinterventions will come from the can be helpful: relating to the pupils, such as:My Class feedback (both the ●●  xamine the sociograms and identify and list E  School refusal – sociogram and the individual pupils’ any pupils for further consideration. These  Truancy – peer reputation graphs) and the are likely to include the pupils shown as  Incidents of violent behaviour – My Feelings feedback. ‘rejected’ (grey), ‘neglected’ (pink), and ‘controversial’ (orange).  Difficulties at home – The process of reflecting on the pupils’ social  Self-harm – ●●  ook at the My Class graphs showing the Land emotional experiences, strengths, and reputation of each pupil within the peer  Bullying problems – difficulties is in fact the starting point of effective group. Identify any pupils of potential concern  Changes in academic performance or – intervention. In all cases, the survey feedback (e.g., high on disruptive, starting fights, or motivationneeds to be considered alongside staff members’ shy) who have not been identified on thecareful observations and knowledge of the ●●  sing the Provision Map, identify which small- U sociogram, and add these to the list for group or individual interventions would bechild. This process has the potential to help staff further consideration.develop a proactive and empathetic approach appropriate for supporting the pupil.towards vulnerable or unhappy pupils, and ●●  ook at the My Feelings graphs showing L ●●  or serious cases where individual pupils are Fin turn influence their behaviour towards the self-reported social and emotional felt to require further specialist assessments,those individuals. experiences of each pupil. Identify any pupils referrals to outside agencies (e.g., Child of potential concern (e.g., low on positive and Adolescent Mental Health Service,For example, the survey feedback can provide social experiences, high on negative socialinsights into why a particular child or young Educational Psychology Service, Behaviour experiences, high on negative emotions) who Support Service) should be considered. Itperson is excluded or ostracised by peers (e.g., have not been identified on the sociogram,she might have a reputation for being disruptive might be useful to discuss these pupils’ needs and add these to the list for further at a multi-agency meeting.or for being aggressive, even though those consideration.behaviours might not be obvious to the class Note: Some pupils identified will already beteacher). It can also shed light on how the ●●  hen, take each identified pupil from the list in T receiving support. The data collected should bepupils perceive their own social and emotional turn and look at all the data available, referring used to enhance understanding, and can helpexperiences at school. to the SEL Framework in order to consider with a review of the effectiveness of the current which skills need to be supported. intervention and how it might be improved.30
  • 33. Step 3 Strand 3Remember that the sociogram is just a starting point. The results of the You might ask yourself:My Class and My Feelings surveys can show a number of different individual Does the data surprise you or is this how you view the pupil?patterns that could feed into the planning of small-group and/or individualinterventions. It is important to question the data alongside your knowledge In the table below we suggest some more specific questions you mightof the child. consider with areas for development and example actions. Examples of Questions to consider SEL focus Actions from Provision Map My Class and and areas for My Feelings patterns development to feed into planning (see SEL Framework on p.6) Sociogram: ●●  re there any specific reasons for the pupils to be A ●●  EL Framework S ●●  rimary SEAL – Getting On and Falling Out, P ‘Rejected’ (low on ML behaving in this way? skills 1, 8, 11-18 Good to be Me (including small group work) and high on LL) ●● s the pupil aware of the consequences of his/her I ●● Anger management My Class: behaviour? ●●  ocial skills groups S Disruptive and ●●  hat is the pupil’s emotional profile on the My W ●●  onflict resolution C Starts Fights Feelings survey? ●●  tudent Assistance Programme S ●●  hat is the pupil’s behaviour like in the classroom? W ●●  re there any triggers that lead to disruptive or A aggressive behaviour? ●●  hat actions have already been taken? Were they W effective? Sociogram: ●● s the pupil shy or a ‘loner’? I ●●  EL Framework S ●●  rimary SEAL – New Beginnings, Getting On P ‘Rejected’ (low on ML ●●  ow much negative emotion does the pupil H skills 4, 5, 13, 15, and Falling Out, Going for Goals and high on LL) experience? (see My Feelings survey) 16, 17 ●●  upport from Emotional Learning Support S My Class: Shy ●●  hat do you think causes others to reject this pupil? W Assistant programme ●● s the child lacking social skills for establishing I ●●  rama therapy D friendships? ●●  eer support P 31
  • 34. Step 3 Strand 3Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings developmentpatterns to feed (see SEL Frameworkinto planning on p.6)Sociogram: ●●  oes the pupil have low levels of feelings of self-worth? D ●●  EL Framework ●●  rimary SEAL – Getting On and Falling Out S P‘Rejected’ (low on ●●  oes the pupil lack the motivation to establish positive D skills 6, 9, 11, (including small group work)ML and high on LL) peer relationships? 12, 15, 16, 17, ●●  upport from Emotional Learning Support SMy Class: Shy and ●●  ow and where is the pupil disruptive? H 18 Assistant programmeDisruptive ●●  oes the pupil have the skills needed to manage peer D ●●  rama therapy D group interactions? ●● Student Assistance ProgrammeSociogram: ●● s the pupil impulsive and does he/she find it hard to I ●●  EL Framework ●●  rimary SEAL – Getting On and Falling Out, S P‘Controversial’ manage emotions? skills 1, 2, 8, 16, Good to be Me(high on ML and ●●  oes the pupil report angry feelings? D 17, 18 ●●  nger management Ahigh on LL) ●●  hy might the pupil be disruptive and aggressive? W ●●  ocial skills groups SMy Class: Disruptive ●● s the pupil’s behaviour rewarded by responses from peers? I ●● SAPand Starts Fights ●● s the pupil seen as ‘popular’ and high in status by peers I and teachers? ●●  ow aware is the pupil of the impact of his/her behaviour H on others?Sociogram: ●●  o you use the pupil’s leadership qualities in a positive D ●●  EL Framework ●●  rovide opportunities for pupil to take a positive S P‘Controversial’ way at school? skills 15, 16, 17, leadership role in the classroom – for example(high on ML and ●● s the pupil a leader in the classroom as well as in the I 18 class room responsibilities, organizing charityhigh on LL) playground? event, team leader during collaborative tasksMy Class: Leader ●● s the pupil a leader or does s/he dominate or bully others? I ●●  tructured pair/group work to to develop S ●●  oes the pupil give others a chance to contribute? D listening skills ●● Playground buddy ●● Peer Support ●●  upporter within a Circle of Friends group S32
  • 35. Step 3 Strand 3Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings developmentpatterns to feed (see SEL Frameworkinto planning on p.6)Sociogram: ●●  as the pupil received any positive nominations at all? Are H ●●  EL Framework ●●  rimary SEAL – Getting On and Falling Out S P‘Neglected’ (low on they reciprocated? If so what do you think is the quality of skills 4, 13, 15, (including small group work)ML and low on LL) the relationships? 16, 17, 18 ●● Peer supportMy Class: Shy ●●  oes the pupil have the skills to make and maintain D friendships? ●●  oes the pupil frequently fall out with other pupils? D ●● s the pupil happy being alone or would they like to make I more friends?My Feelings: ●● Does the pupil have poor skills for joining peer groups? ●●  EL Framework ●●  rimary SEAL – Good to be Me S PLow on Positive ●●  oes the pupil lack confidence and withdraw from social D skills 4, 5, 16, (small group work)Experiences interaction as a result? 17 ●● SAP ●●  oes the pupil interpret events in an overly negative way D (and discount any positive experiences)?My Feelings: ●● Is the pupil actively victimised by others? ●●  EL Framework ●●  rimary SEAL – Getting On and Falling Out, S PHigh on Negative ●●  oes the pupil make hostile interpretations giving rise to D skills 11, 12, 13, and Say No to Bullyingexperiences reactive aggression? 16, 17, 18 ●●  onflict resolution C ●●  oes the pupil make negative interpretations giving rise to D ●●  AP S helplessness and social withdrawal? ●● 1:1 Emotional Literacy support 33
  • 36. Step 3 Strand 3Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings developmentpatterns to feed (see SEL Framework oninto planning p.6)My Feelings: ●●  o you think the child has an accurate perception of their D ●●  EL Framework S ●●  rimary SEAL small group work – Good PHigh on Positive experiences? How positive are their relationships really? skills 1, 2, 5, 11, to be Me, Getting On and Falling OutExperiences (despite ●● s the pupil aware of his/her negative interactions, and I 12, 16, 17 ●●  rama therapy Dhaving high rating of others’ reactions to him/her?least liked by peers) ●●  oes the pupil sometimes draw on positive skills? How can D this be strengthened to be improve peer relations?My Feelings: ●●  re there any particular reasons for the pupil to report A ●●  EL Framework S ●●  rimary SEAL small group work – Good PHigh on Anxiety high levels of anxiety? Are these feelings specific skills 1, 2, 4, 5, 8 to be Me to particular events (e.g., around times of learning ●●  AP S assessment or change within the family)? ●●  argeted small group work on anxiety T ●●  re these feelings associated with social experiences or A (e.g., Friends for Life) related to academic work? ●●  oes the pupil interpret what happens to him/her in a D negative way which leads to feelings of helplessness and withdrawal? ●● s the pupil rejected by his or her peers? I ●●  oes his or her anxiety lead to a sense of anger or D resentment? ●●  hat kind of behaviour does the anxiety lead to – W withdrawal, disruptive, or even aggressive?34
  • 37. Step 3 Strand 3Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings developmentpatterns to feed (see SEL Framework oninto planning p.6)My feelings: ●● What leads to these feelings of anger? ●●  EL Framework S ●●  rimary SEAL small group work – Good PHigh on Anger ●●  oes the pupil interpret things negatively, which leads to D skills 1, 2, 6, 8, 9, to be Me angry reactions? 11, 12, 18 ●●  nger management A ●●  oes the pupil have the skills to manage his/her feelings D ●●  onflict resolution C and impulses?My Feelings: ●●  re there any particular reasons that might make the pupil ●●  EL Framework A S ●●  rimary SEAL small group work – PHigh on Depressive feel in this way? For example recent bereavement or loss, skills 1, 2, 4, 8, 15, RelationshipsSymptoms family separation etc. 16, 17 ●●  LSA E ●●  re these feelings linked to a sense of hopelessness and A feelings of self-worth? ●●  re they linked to feelings of rejection within the peer A group? ●●  ave you got serious worries about the pupil’s well-being? H ●●  ow long do you think the pupil has been feeling like this? HMy Feelings: ●●  re there any reasons that you know of that might make A ●●  EL Framework S ●● Family SEALHigh on Negative the pupil feel in this way (e.g., friction in the family, arrival skills 1, 2, 8 ●● Coping with KidsEmotions at Home of a new sibling or family break up)? ●●  hat support is the family receiving? W 35
  • 38. Step 3 Strand 3Examples of Questions to consider SEL focus Actions from Provision MapMy Class and and areas forMy Feelings developmentpatterns to feed (see SEL Framework oninto planning p.6)My feelings: ●●  re problems from home spilling over into school? A ●●  EL Framework S ●● Primary SEAL small group workHigh on negative ●●  oes the pupil have difficulties at school with peer D skills 1, 2, 8, 17 ●● Circle of friendsemotions at school relationships or learning? ●●  argeted small group work (e.g., Friends T ●●  re there problems in the playground, classroom, or both? A for Life)My Feelings: ●● Is the child aware of his/her own strengths? ●●  EL Framework S ●●  rimary SEAL small group work – Good PLow on Self-Worth ●●  oes the low self-worth relate to academic difficulties, D skills 2, 4, 5, 6, 7, to be Me peer problems, and/or family issues? 8, 9, 15, 16 ●● ndividual or group work with ELSA I ●●  oes the child lack social confidence? D36
  • 39. Step 4: Implementation of actions plannedThe next step of the process is to implement theinterventions that have been planned. Records shouldbe kept of which staff and pupils are involved, what theyare doing, how often and for how long they are engagedin the activities, and why they are taking part in thiswork. Any problems that arise should be recorded, asshould any clear indicators of positive change during theintervention.Follow-up assessments at the end of the year shouldbe used to monitor progress and plan actions for thefollowing year – these may include continuing withthe current interventions, adapting or modifying theinterventions, or putting in place new provisions. TheLearning Needs Analysis and Provision Map should alsobe revisited on an annual basis, as part of the schoolreview process, to ensure that the most appropriateresources are in place and being deployed to best meetthe needs of the children and young people. 37
  • 40. Appendix 1: Findings from the NBAR project in Bridgend and the Vale of GlamorganSample ●●  he effectiveness of different interventions at T A final timepoint of data collection took place for whole school, class, small group and individual the primary school pupils (with data for 318 ofThe NBAR project was carried out in two levels, for children and young people the original 368 pupils) approximately 7 monthsclusters of schools, including nine primary presenting with a variety of different needs. after the second timepoint.schools and one secondary school. This was achieved by considering changes in In addition, anonymous My School survey data●●  he Barry Cluster – volunteer schools were T pupils’ social and emotional functioning over from the staff (n = 180) and pupils (n = 870) requested and all those who wished to be the course of the project. from the primary schools were collected at the involved and were willing to attend an initial The three assessment tools used within the first timepoint to inform the planning of cross- development day were included in the pilot. Bridgend and Vale of Glamorgan project (My cluster, whole-school strategies.●●  he Portcawl Cluster – all schools in the T School, My Class, and My Feelings) were selected cluster including the local comprehensive because they matched the aims of the project, Intervention were involved in the pilot. and were designed to identify key issues (e.g., The interventions took place between theEach school nominated one or more classes to social relationships, behavioural reputation, timepoints, at several levels:be involved in the process of assessment and self-perceptions, emotional experiences, andtracking of specific interventions. All children and school climate) that link with the SEL Framework Staff development:young people in these classes were involved in developed by the participating schools. The pupil survey tools currently being used are unique in ●●  luster development days to enable schools to cthe pilot project at some level. However, it was that they provide at least two perspectives on the share experiences and, with external supportalso recognised from the outset that the project strengths and difficulties of children and young and facilitation, develop a strategic frameworkcould and should relate to whole-school issues. people – self-report and peer-report – to add to for social and emotional learning;Design school staff’s existing knowledge. ●●  range of cluster training delivered to support a Individual pupil data from the My Class and My staff identified through the Learning NeedsThe project was designed to evaluate: Feelings online surveys were carried out with 556 Analysis;●●  he impact of the whole project on the social T pupils (368 primary pupils aged 8-10 years and ●● ormal sessions such as the introduction of f and emotional experience of children and 188 secondary pupils aged 11-12 years). Follow- SEAL to the class teachers of target classes in young people, with attention to the social and up data was collected at a second timepoint for the Porthcawl cluster; emotional climate of the school. 525 of those pupils, approximately 6 months later for the primary school pupils, and 9 months later for the secondary comprehensive pupils.38
  • 41. Appendix 1●●  he process of feedback around the t ●●  trategies for grouping pupils and for general S assessments, which provides valuable insights classroom management were informed by into the pupils’ social and emotional profile the results of the assessments, and were and encourages reflective discussion about supported by the NBAR project team the social and emotional dynamics at school ●●  dditional whole-class interventions included A team-building activities and structured CircleW hole school and whole class Time opportunitiesinterventions, based around theimplementation of SEAL: S  mall group and individual interventions●● nformation from the surveys and provision I have also been targeted in the schools mapping tool identified three key areas for in the light of the data from the development in the clusters: assessments. These included a variety of   eveloping a sense of belonging – D targeted strategies, including:   onflict resolution – C ●● Circle of Friends   anaging feelings – M ●●  onflict resolution C●●  orthcawl: Implementation of three themes P ●●  rama therapy D from SEAL that related to these issues over ●●  motional literacy E the project period, to include assemblies, ●●  riends for Life F whole-class learning opportunities, cross- curriculum reinforcement, and family ●●  tudent Assistance Programme (SAP) S activities.●●  arry: Development of a new scheme B of work to enhance existing SEAL implementation 39
  • 42. Appendix 1Summary of key findings7 The graph below shows the change in the average My Feelings scores over the three timepoints (n = 226 primary pupils with complete data). The starsThe graph below shows the change in the average My Feelings scores indicate statistically significant linear trends (p < . 005, except for negativeover the first two timepoints (n = 380 primary and secondary pupils with emotions at school, p < .06) in all of the experiences and emotions, with thecomplete data). exception of self-perceptions. Thus, the improvements in socio-emotionalThe stars indicate statistically significant reductions (p < . 01) in all of the experiences identified between the first two timepoints were maintainednegative experiences and emotions. through to the final timepoint. 3 3 Mean score Mean score 2 2 1 1 Time 1 Time 1 Time 2 0 Time 2 0 Time 3 p. p. er t y io n o l) e) ns p. p. er t y io n o l) e) ns Ex Ex ng xie ss ho om tio Ex Ex ng xie ss ho om tio ve ive A An re c (H ep ve ive A An re c (H ep sit i t ep (S c sit i t ep (S c ga n on er ga n on er Po e D ot io ot i -P Po e D ot io ot i -P N elf N Se lf . Em . Em S . Em . Em eg eg eg eg N N N N7 Statistical significance is indicated using p values. Conventionally, p values smaller than 0.05 are considered to indicate statistical significance.40
  • 43. Appendix 1Based on the assessments and the teachers’ knowledge of the pupils, ●●  nger Management staff and School Counsellors worked with different Atailored individual and/or small-group activities were recorded for 106 of children, but a very similar positive trend in children’s self-reported angerthe primary school pupils. These ranged from Circle of Friends to small was found:group sessions on anger management to individual support with emotionalliteracy, depending on the needs of the pupils.This group was extremely heterogeneous, but statistically significant 3overall changes from the first to the second timepoint were found in twoaspects of My Feelings: mean scores for perceptions of negative social Mean Angerexperiences (e.g., peer victimisation) declined from 1.01 to .82, 2and mean scores for anger declined from 1.14 to .98 (p < .05). Thesechanges were broadly maintained at the final follow-up (the two meanscores were .90 and 1.02, respectively). 1 Time 1The numbers of children experiencing each specific type of intervention Time 2were too small to assess the statistical significance of changes in 0 Time 3assessment scores, but several examples are provided below of Anger management School Counsellorchanges in average scores on the key measures relating to particular (6 children) (8 children)intervention strategies. 41
  • 44. Appendix 1●●  ircle of Friends was used to support the friendships of a number of C ●●  small group of 5 children who received targeted work on Emotional A selected children. From Time 1 to Time 2 a movement from below Literacy showed a general improvement in all aspects of My Feelings average to average levels of peer acceptance (based on the number of (which was stronger than the overall improvement seen in the whole Most-Like peer nominations received) was found, and the average level sample), with the exception of self-perception scores, where the of peer acceptance was maintained at Time 3: improvement from Time 1 to Time 2 was not maintained at Time 3: 3 Mean Peer Acceptance 1 Mean score (0 = average) 2 Time 1 0 Time 2 Time 1 1 Time 3 Time 2 0 Time 3 -1 p. p. er t y n l) e) ns Circle of friends (8 children) Ex Ex g xie io o tio An ss ho om ive ive An re (S c (H c ep it ga t ep on er os e D io n i -P P N ot ot lf Em Em Se . . eg eg N N42
  • 45. Appendix 1Provided below is an example of the assessment, intervention, and progress This was backed up by the girl’s own self-reported response to the Mymonitoring process, with one girl who was in Year 4 at Time 1 and Year 5 at Feelings survey, which showed that she scored much higher than the classTime 3. average for perceptions of negative social experiences (e.g., she gave theAt the Time 1 assessment, this girl was recognised by both the peer group highest possible score to the item in the survey about feeling left out).and her teacher as very shy and quiet, and was often seen to be ‘on her The sociogram (part of which is shown below, with the girl highlighted inown’. Although her behaviour was not a major cause for concern, the the red ring) revealed that although she did have one reciprocated positiveteacher perceived that she could benefit from support to help her feel more nomination, she was clearly not embedded within a social group.settled in her social experiences at school. 5 3 4 3 25 15 2 2 1 0 1 6 8 -1 -2 22 -3 0 p. p. y us ive ol e th L LL P UP Y T AD gr m M O H SH ho ex ex or xio 23 ss An ho ISR FIG CO LE w sc re ve ive An 24 lf- 13 at D ep at i sit at Se eg D eg eg Po N N NIn the course of the project, the friendship difficulties that were perceived to be holding this girl back were addressed by the classteacher in a variety of ways – she carefully considered a strategy for grouping the girl with other children during normal classroomactivities. In addition, small-group work on team-building and emotional literacy was carried out to support her social relationships. 43
  • 46. Appendix 1At the Time 3 assessment, the teacher was pleased to see that the girl had She also reports very positively on her socio-emotional experiences, scoringfully settled within a robust friendship group, as shown in the class sociogram lowest in the class on negative peer experiences and all negative emotions.(see below – the girl is again highlighted with a red ring). She is now seen by Her responses indicate that she ‘almost never’ feel these ways. The classher peers as cooperative and having leadership qualities; in fact, she is not teacher felt that the assessment and intervention process was crucial foridentified as shy at all. enabling this girl to flourish and achieve her potential. 5 3 4 3 3 2 2 1 0 1 -1 14 -2 0 p. p. y us ive ol e th 2 L LL P UP Y T AD 13 gr m M O H SH ho ex ex or xio ss An ho ISR FIG CO LE w sc re ive ive An lf- at D ep at sit at Se eg D eg eg Po N N N44
  • 47. Appendix 1Finally, one of the primary schools provided a comparable volume of My School data (from three classes ofchildren) at both the beginning (n = 83) and the end (n = 96) of the project. The graph below shows thatmodest improvements were found in all dimensions of school climate rated by the pupils, with statisticallysignificant improvements (p < .05, shown by stars) in their perceptions of children’s social and emotional skills8,as well as in their perceptions of adults’ enjoyment of school9. How children are How adults are perceived perceived 3 Mean score 2 1 Time 1 0 Time 3 o ol ills ips o ol ills ips k sh k h ch ls n ch ls ns o fs na t io ofs na tio io ela io la nt ot nt ot re m e em ia lr m e em ial nj oy nd oc oy nd So c E l a S E nj la cia oc ia So S8 Items include “Children at this school deal with arguments in a peaceful way” and “Children at this school think about how other people are feeling”9 Items include “Teachers and other adults at this school enjoy coming to school” and “Teachers and other adults at this school have fun at school” 45
  • 48. Appendix 2: Preparatory activity for developing SEL FrameworkAim This can be done in several ways, two of which are described below.To find out what skills, qualities and attributespeople need to be successful and happy inPorthcawl or Barry. Activity 1Background EITHER: Ask the participants to:The project is designed to explore the skills, values, ‘Think of a person you admire. Itattitudes and dispositions that children and young might be someone you know, someonepeople need to learn if they are to be fulfilled who lives in your neighbourhood,and active adults in Porthcawl or Barry. This someone famous or even someonepreliminary activity provides an opportunity for from history or literature.’everyone to be involved in the identification ofthese skills. List some words to describe them and why you admire them.These activities might be completed with anygroup of children and young people from KS1 to Write these words on sticky notes soKS4 or any adults. there is one word on each of the sticky notes.Involvement of children in KS1 and FoundationStage might require additional support and somesimplification of the tasks. You know your children Core activities OR: Draw an outline body.and should adapt and modify them as you see fit. Following a warm up activity the next task is Explain: to identify the qualities and attributes of our ‘Just imagine this is an ideal PorthcawlThe activity might follow a stimulus discussion ‘ideal’ person of the future – the person that or Barry citizen of the future. Writearound a suitable story. This might be followed by the children and young people of today might down some of the words you would usea community of enquiry, if you use this approach. become. to describe this person. Write one word or phrase on each sticky note. The idea is to generate a fairly long list.’46
  • 49. Appendix 2 Ask participants to write a particularActivity 2 attribute or quality on a post-it note and stick it on the diagram in the right place.Draw the diagram below in large on a flip chart or on the white board. If the quality is good for the individual themselves they should place it towards the right hand side of the diagram. If it + Positive is good for the community it should be for Community placed towards the top of the diagram. This means that qualities that are both good for the individual and the community are placed in the top right quadrant towards the top right corner. Take all the words from the top right quadrant and discard the others. Our aim in the project is to encourage the development of qualities that are – Negative + Positive ‘good’ for individuals and ‘good’ for the for Individual for Individual community. Participants should work in groups or as a whole group. For each of the qualities from the top right hand quadrant they should identify what they would need to learn (dispositions, understanding, skills and knowledge) to acquire this quality. These dispositions, understandings, skills and knowledge should be collated so that any overlaps are discarded. These are – Negative used to develop the school’s own SEL for Community Framework. 47
  • 50. Appendix 3: Examples of interventions 1. Peer Support 2. Classroom Management Time scale for intervention Time scale for interventionOnce trained the peer supporters are available in schools on an on-going Once trained the school uses the strategies on an ongoing basis.basis. What the intervention entails What the intervention entails Following the examination of assessment results - ongoing meetings and●●  upil facilitators in schools are available to their peers and offer a P discussion between specialist teacher for behaviour and class teachers listening service and deliver planned scripts. about appropriate classroom management strategies in relation to identified●●  taff monitor and measure impact by the incidents at play time S problem areas in assessment. These include: decreasing. ●● Differentiation strategies●● Resources are provided. ●●  lassroom arrangement of groups/tables/chairs etc C●● Project staff offer ongoing support. ●● Careful planning of where pupils sit ●● Pupils given monitoring roles ●●  upils asked to help pupils less able than themselves P ●● Pupils help in infant classrooms ●● Pupils referred to outside agencies NB Assertive discipline training is provided by the Primary Behaviour Improvement Team to cover the basics of behaviour management.48
  • 51. Appendix 3 3. Coping with Kids 4. Social and Emotional Aspects of Learning (Seal) Time scale for interventionThree sessions of two and a half hours duration. Time scale for intervention What the intervention entails Once trained SEAL is used on an ongoing basis.An assertive discipline course for parents based on the principles of rules, What the intervention entailsrewards and consequences. It involves: ●● Ongoing teaching of the social and emotional skills identified in SEAL●●  uring the sessions parents are given alternative realistic scenarios to D ●●  cheme of work prepared offering schools lesson plans that include S discuss activities, resources, lesson objectives, Welsh, key skills and assessment●● Parents’ problems discussed and solutions offered ●● Schools encouraged to include SEAL on timetables and in weekly planning●● Parents given tasks to complete prior to next meeting ●● Whole school approaches to promoting social and emotional skills●● Parents supported in an informal, helpful atmosphere ●● Schools trained in the basics of SEAL and how to use the SOW●● Long and short term solutions offered 49
  • 52. Appendix 3 5. 1:1 Emotional Literacy 6. Conflict Resolution Time scale for intervention Time scale for interventionWeekly sessions of half an hour for six weeks either in a group or 30 minutes weekly for six weeks, either in a group or individually.individually. What the intervention entails What the intervention entails ●● Check in. How are you feeling? Rate on a ‘1-10 scale’The sessions include: ●● Warm up e.g Chinese whispers, sticky stuff, sequence activity●●  heck in: How is the child feeling? How has the previous week been for C ●● Children experience a listening activity- questionnaire the child? ●●  hildren are asked to look at their physical selves and abilities, taking on C●●  motional Literacy pack includes recognising emotions, connecting E board the power of the activities and their gross and fine motor skills emotions to contain situations, empathy, body language, connecting emotions to ability to work and concentrate, appropriate responses for ●●  hildren are asked to share sweets/ fruit/ treats between themselves C the individual child, passive aggressive or assertive responses, and the unfairly. importance of being ‘me’. Discussion includes who receives treat and why, discuss fair and unfair, deserving and undeserving.●●  heck out: Any questions? Social situation to try out that is relevant to C child and their particular needs. ●●  hildren experience activity that includes conflict- discussion includes C conflict avoiders, passive, assertive, aggressive, helping others to help yourself, teamwork. ●●  utdoor activity- teamwork- discussion for success, failure and O improvement. ●● Check out. Rate on a ‘1-10 scale’ - How are you feeling?50
  • 53. Appendix 3 7. Emotional Literacy Support Assistant 8. Drama Therapy (Elsa) Time scale for intervention Time scale for intervention 6 sessions of 30 minutes.These interventions will be used as and when needed on an ongoing basis. What the intervention entails What the intervention entails Each session includes:Children are identified for support by the ELSA who provides individual ●● Check in: How you feeling? Children score themselves on a scale of 1-10support using the skills acquired during the training. These include: the ●● Warm up activitybasics of SEL, anger management, social stories, bereavement. ●●  he children are read a story, such as ‘The maligned Wolf’ (or other fairy T tale reversed) ●●  hildren put themselves into character parts, discussion includes why they C would be good for the part- their group behaviour is closely observed by facilitator – particularly whether they compromise etc. ●●  hildren act out the story, experiencing the story line and emotion C through the safety of ‘the character’ ●●  lenary discussion: Who felt what?, Why?, and how else could things have P been done? ●●  heck out-: How are you feeling? Children score themselves on a scale of C 1-10. 51
  • 54. Appendix 3 9. Circle of Friends 10. Anger Management Time scale for intervention Time scale for interventionFive weekly small group sessions of approximately 15 minutes duration. Six weekly small group sessions of approximately 1 hour duration. What the intervention entails What the intervention entails●● nitial whole class meeting without the target child - problems discussed I The small group sessions cover: and support volunteers are chosen to join the Circle of Friends group. ●● Understanding of physical aspects of anger●●  he Circle of Friends for the target child meets for 5 weekly sessions T ●● Understanding of what makes each individual become angry with a facilitator and the target child. They discuss and commit to offering appropriate support to the target child. ●● Learning ways of avoiding anger ●● Learning how to cope with anger ●● Drawing up peace plan52
  • 55. AcknowledgementsWith special thanks to all specialists involved in this resource Designed at Design Stage www.designstage.co.ukDr Robin Banerjee, School of Psychology, University of SussexDeborah Michel, Centre for Wise EducationJulie Hough, Julie Hough AssociatesNichola Jones, Group Manager Inclusion, Bridgend County Borough Council