Creating an inclusive approach to the development of social and emotional skills

The Provider:
Cleveland Junior School, Redbridge
Cleveland Junior School is a thriving community school and it is at the heart of a diverse multi-cultural neighbourhood, close to the centre of Ilford. Most pupils come from the surrounding wards which are more economically disadvantaged and violent than most. There are 537 pupils on role, 45% receive free school dinners, 91.2% have English as an additional language and there are about 30 different spoken languages. Pupils join the school in year three with lower than average attainment and close liaison with feeder infant schools confirm the range of social issues. There is a high level of pupil mobility ( 20% - 30%) as many of its children live in temporary accommodation.
Summary:
The introduction and adaptation of the SEAL (Social and emotional aspects of learning) materials has led to a better learning environment. There has been a reduction in the number of incidents at playtime / lunchtimes. The midday assistants now only need one central book to record problems as there are fewer children misbehaving; previously they had a book each. The Senior Leadership Team (SLT) book of lunchtime incidents has fewer names listed. This has resulted in improved behaviour in class and more time spent on learning which can only lead to higher achievement. Positive behaviour is promoted together with the tolerance and acceptance of its differences. Children's self- esteem has been developed and they are better equipped to manage conflict and their feelings.
The Aim:
The school believes that better learning will take place by ensuring that children have the skills to manage their feelings and the ability to relate to each other. For children with severe emotional and social problems there are support groups or individual work. This can be the local authority's behaviour outreach service or with the therapeutic counsellor employed by the school for one day a week. The school recognises the importance of a healthy mind and how mental issues can affect a child's ability to learn.
What do you see in the school?

• Whole School approach as highlighted by school vision statement, which all contribute to
• Recognition of the importance to develop pupils social/emotional skills by pupils, staff, governors and parents
• Whole School inclusive ethos as portrayed in extra-curricular clubs
• SEAL introduction and development as an objective on the School Learning Plan
• Improved behaviour at playtimes and in the classroom which give less interrupted for learning and play
• Introduction of a Therapeutic Counsellor on to the staff and trained TA's re building self esteem
• Senior Leadership Team commitment to release Deputy Headteacher and PSHE co-ordinator to plan scheme of work for whole school using SEAL materials
• SLT commitment for quality professional development for all staff to enable SEAL curriculum to be understood by all, and delivered with high quality teaching
• Whole school approached introduced for calming down techniques/peaceful problem solving
• SEAL lessons adapted to meet the needs of Cleveland Junior as many are not emotionally literate initially
• Themed assemblies to introduce topic and raise questions prior to teaching
• Pupils all involved in lessons to manage their feelings and become self aware
• Pupil, teachers and non teaching staff, self evaluations from circle times
• Outstanding tracking of pupils with behaviour issues that through early intervention great improvement shown
• Involvement in Learning Network Community re inclusion
• Pilot SEAL school within the authority, additional support
• Associate Headteacher shared SEAL developments with other Headteachers in LA
• PSHCE Co-ordinator disseminates to other Co-ordinator's in the authority
• RNLC Newsletter article sent to all schools in LA

What difference does it make?

• Improved learning opportunities as less interruption to teaching hence improved standards
• Children more aware of feelings through SEAL lessons, work with behaviour outreach and therapist
• Fewer problems in the playground as children are able to express themselves better
• School judged 'outstanding' with satisfactory standards. Long waiting list to get into school
• Reduction in the number of lunchtime issues that have to be dealt with by SLT

From where is evidence collected to prove the Leading Aspect?

• Assembly File
• Associate Headteacher interview
• Behaviour management file
• Club programme
• Completed self evaluation forms
• Evidence of feedbacks
• Improvement in KS2 results
• Interview of pupil with statement for behaviour
• Interviews with staff and pupils
• Lesson observations
• Lesson plans from all year groups, which have been evaluated
• Letter informing parents re clubs
• Letters and evaluation of project
• Observation of an assembly re anti bullying
• Observation re clubs
• Ofsted Report 'Outstanding well being'
• Playground incident book
• Posters around school
• Power point presentation
• PSHCE interview
• Pupil interviews
• Pupils with outstanding emotional vocabulary
• Record of work of Learning Network Community
• Records in the lunchtime file
• Revised behaviour plan and new reward policy
• RNLC Newsletter
• Scheme of work
• School Learning Plan
• School Prospectus
• School Vision Statement displayed around school
• Staff Structure and timetables, interviews
• Statemented pupil able to give an example

The Verifiers Comment

• Inclusive approach to developing social and emotional skills is embedded with the school. This has been supported by intensive CPD staff training. The pupils interviewed displayed outstanding emotional vocabulary and understanding
• Outstanding tracking of pupils including those with behaviour and emotional needs. Allows early intervention and implementation of a variety of resources including Therapeutic Counsellor for individual and group therapy, class and group circle times, assemblies to support the pupils.
• Excellent organisation to cascade SEAL teaching, materials and resources to support the learning in school
• Pupils are able to use their knowledge and understanding to control / manage their own behaviour and support others.