Following the execution of an pilot system under considered by 6 Local government bodies in order to see its effectiveness within schools, a primary school programme to develop Social and Emotional Aspects of Learning (SEAL), was rolled out nationally by the then Office for Children, Institutions and Families as part of a countrywide voluntary programme made to develop the communal and psychological skills of most pupils.
The aims of the program are, using a whole-school approach, to complement, consolidate and enhance good practice in the school and reinforce links between mental wellbeing and effective learning.
A multi-agency strategy encourages a collaboration between local expert consultants and institutions, drawing together employees including:-
behaviour support teams
emotional health and wellbeing consultants
staff from Child and Adolescent Mental Health Services (CAMHS)
The SEAL programme has recognised materials that support the SEAL programme which were largely produced by the National Strategies and can be used in variety of ways to aid the development of pupils.
The support materials are aligned with other Country wide Curriculum materials and the Country wide Curriculum programs of research.
As due to extended professional development (CPD), teachers are able to use immediate and focused learning opportunities in small communities and in whole-class situations across the curriculum, and outdoors formal lessons to allow children to build up good social and emotional skills. These skills are necessary in helping pupils for taking more control of their lives; allowing them to make good and lasting friendships, work in teams, solve problems, deal with conflict, manage strong emotions, to be calmer and positive, get over setbacks, compete rather, respect others' rights and value variety.
The SEAL program in operation at Berridge
SEALs permeates all aspects of school life at Berridge where in fact the implementation of cultural, mental and behavioural skills can be seen at every level, not only in the key and foundation themes of the National Curriculum.
In my time at Berridge, the high objectives the staff and extra personnel have of the children is very noticeable. Children are regularly encouraged to:-
manage their own learning more
not be afraid to get things wrong
assess themselves and their peers with confidence
manage emotions productively
speaking and hearing within their formal lessons
Although the Berridge University does not use any standard Country wide Strategies materials to put into practice their PHSE curriculum, the school works very hard to encourage and nurture the cultural and emotional areas of its children, with high-profile golf clubs, strategies, rewards and even results for unacceptable behavior, including:-
Mrs J Youl - chosen PHSE co-ordinator.
School Council. One child is democratically elected per category to symbolize their peers. University Council meets one time per fortnight with the objective of raising and voting on college issues put forward by their by their course. The Head instructor is updated on the main issues.
PHSE during formal lessons/open discussions/role-play; including bullying awareness week (declaring no to bullying), facing changes and new origins, getting on and falling out in clumps, good to be me, attaining goals.
Sex, human relationships, drugs recognition (D. A. R. E program) and life skills course specifically for time 6.
Family Mentor; bridging the difference between home and school and strengthening parent's proposal with the institution. (Adult learning also offered).
Playground screens. Pupils must apply by notice of course, if accepted on the system will complete a 6 hour work out in playground issues recognition.
Whole-school ethos of university one of caring and fairness.
Whole-school clear self-control and praise system, offering a good degree of security through consistency.
'Healthy Institution' status. All school dishes follow healthy eating ethos.
Breakfast Golf club for children with breakfast-time provision issues.
After School Membership and Holiday break Childcare for children with after college and holiday break provision issues.
'Fine Diners'. Seven children ('The Spectacular Seven'), are chosen weekly for their good behaviour and good manners by the lunch-time personnel, to dine at the Head Teacher's table.
'Spotted'. Children are discovered by the lunch-time staff for their good behavior in the playground. The category with discovered children is rewarded a certificate during 'Honours Assemblage'.
Honours Book. A small band of children from each category are chosen by their educator to rejoice their positive contribution (work ethic/achievements or behaviour) to the school. This contribution is recognised by the complete school and applauded during Honours Set up.
Honours Assembly. Taken weekly by the top Teacher to remember positive behaviour in the institution.
Children rewarded with badges for regular attendance.
Access to extra curricular subject matter/activities for example, Spanish, choir, Time 4 given possibility to learn trumpet, various athletics, homework team for Yr 6, annual Residential trip for Time 5/6.
With emphasis on the aforementioned PHSE provisions, Berridge children are noticeably happy and well-behaved. The children include knowledge, understanding, behaviour and practical skills to live healthy, safe, fruitful, fulfilled, in a position and dependable lives. It promotes those to be enterprising and supports them to make effective transitions, positive learning and potential career choices and in controlling their money effectively. PSHE education also allows the kids to think about and clarify their own principles and behaviour, and explore the complex and sometimes conflicting range of values and attitudes they may encounter now and in the future.
The ECM results are: be healthy, stay safe, enjoy and achieve, make an optimistic contribution and achieve economical wellbeing.
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