Bcbc wellbeing booklet (6) final

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Bcbc wellbeing booklet (6) final

  1. 1. Working on Wellbeing
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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