Guidance Pack
SEAL of Approval Audit
All statements must be met except for the identified Negotiable.
Standard 1: Views of learners, parents/carers and other stakeholders
Pupil Voice
Pre-requisites
/ Developing / Establishing / Enhancing / Indicators (Suggested Evidence)1.1 Children have been involved in negotiating and agreeing the class charter, which reflects the principles and process of SEAL.
1.2 Learning and teaching approaches encourage the active involvement of children. / Children are involved in developing and maintaining the negotiated class charter.
Children are actively involved in shaping how they learn so that they have the necessary skills to develop into confident and independent learners. / Children are actively involved in monitoring and evaluating the whole school impact of SEAL. For example by questionnaires, involvement in class meetings and school councils.
The children give feedback about their learning and how they have applied this outside the current learning context.
E.g. children rehearse appropriate language for conflict situations. / Children’s voice has been listened to and acted upon appropriately to enhance whole school SEAL.
Negotiable:
There are regular, planned opportunities for children to monitor and evaluate the effectiveness of their learning of SEAL. /
- School council meeting minutes
- Analysis of pupil questionnaires (Existing school practice)
- PSHE policy and planning
- School Development Plan
- School Profile
- Displays of negotiated Class Charters
- SEF 2a, 2b, 2d, 4c, 4d, 4f, 4g, 5b
- NHSS 4.8
- Planning to show evidence of
- Teachers use pupil self-assessment to guide future learning
- Children’s contributions to SA+ AR Meetings/IEPs
- Systems in place for children to discuss problems with adults
- SEF 2a,2b, 4c, 4d, 4e, 4f
- NHSS 4.3, 4.8, 5b
- Discussion with pupils
SEAL of Approval Audit
All statements must be met.
Standard 2: Achievement and Standards
Pre-requisites
/ Developing / Establishing / Enhancing / Indicators(Suggested Evidence)
2.1 ‘I Can’ Statements from the SEAL curriculum resource are used to inform learning outcomes.
2.2 The whole school delivers the same identified theme from the SEAL curriculum.
2.3 Children are taught the appropriate emotional vocabulary and are given opportunities to identify their social and emotional skills. / Assessment evidence is used to determine the impact SEAL has on learning, behaviour and attendance in school.
The school has identified how to support children who need additional help in this area.
Children are given opportunities to discuss their progress with regard to personal development of social and emotional skills. / Evaluation data informs future planning including review of: whole school developments, learning and teaching approaches, curriculum content and progress measures. E.g. yearly review of SEAL as part of staff meeting.
Small group work supports whole school SEAL theme for focus children.
Children are enabled to make the link between their social and emotional skills and other learning. / Evidence of the children’s learning of social and emotional skills is analysed in order to target support and inform planning.
The progress of focus children in small groups is tracked and provision amended accordingly.
Children are enabled to reflect upon how they have used social and emotional skills in different contexts, across the school and at home. /
- Planning documents
- Whole-school audits
- Pupil assessments and analysis of data
- IEPs, PSPs, PEPs, etc and reviews
- Individual and group targets
- School Development Plan
- Examples of pupils’ work
- SEF 4g, 5a
- SoA Appendix 3: statement 5
- Baselines and assessments for focus children.
- Early Years profiles
- IEPs, PEPs, etc and pupil reviews
- SEF 4f, 5a, 5b, 5c
- NHSS 4.1, 4.8
- School Council minutes
- Circle Time planning
- Planning includes opportunities for children to review and reflect
- SEF 4e, 4c, 4d, 4f, 5b, 5c
- NHSS 4.3, 4.8
Audit Visit Evidence
- Discussions with staff and pupils
- Lesson, break and lunch time observations
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SEAL of Approval Audit
All statements must be met except for the identified Negotiable.
Standard 3: Personal Development and Well-being
Pre-requisites
/ Developing / Establishing / Enhancing / Indicators (Suggested Evidence)3.1 The school has undertaken an audit to identify opportunities for the development of social and emotional skills and their contribution to emotional health and well-being. Members of the school community show respect for each other.
3.2 The school has a clear policy on bullying, which is owned, understood and implemented by the whole school community. The school undertakes regular anti-bullying audits in line with the principles of the DfES Anti-Bullying Charter. / The school leadership team has considered how SEAL fits into the curriculum and has included it within the curriculum map, long and medium term plans. SEAL is part of the School Development Plan. Members of the school community model the behaviours they promote.
The school uses the Say No to Bullying! theme and uses this to implement and enhance the school’s anti-bullying policy. The school community has a shared definition of bullying. / Social and emotional skills are actively promoted across all subjects and throughout the school day.
All members of the school community are aware of procedures to prevent and deal with bullying and access appropriate support. The impact of the school’s work to reduce bullying is monitored and informs future action. / The delivery of the SEAL resource is monitored and evaluated to ensure that it takes account of the schools changing needs and priorities.
Negotiable:
Links between the development of social and emotional skills and their role in reducing bullying are recognised and used to reduce incidents of bullying throughout the year. All members of the school community feel safe from bullying, racism and other forms of discrimination. /
- Planning documents
- Records of observation & monitoring
- SDP
- Website, photographic evidence, etc
- SEF 4c, 4d, 4f, 5b, 6a
- NHSS 4.3
- SEAL of Approval Appendix 3, statements 6 - 10
Audit Visit Evidence
- Observations
- Displays
- Discussions with staff and pupils
- Anti-bullying policy, signed by the staff
- Anti-bullying charter
- Pupil and staff support systems, e.g. peer mediation
- SEF 4b, 4c, 4d
- NHSS Section 4.6
- SoA Appendix 3: statements 1 - 4 & 6 – 10
- Appendix 4
Audit Visit Evidence
- Displays
- Discussions with
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SEAL of Approval Audit
All statements must be met except for the identified Negotiables.
Standard 4: The Quality of Provision
Pre-requisites
/ Developing / Establishing / Enhancing / Indicators(Suggested Evidence)
4.1 Staff are provided with time to familiarise themselves with SEAL resources and develop their skills. The need for professional dialogue with teaching staff on SEAL ethos is acknowledged by the SMT.
4.2 A needs and provision analysis has been carried out to ensure that SEAL enhances, rather than replaces, good practice and meets the needs of the school.
4.3 Staff know about SEAL and understand why it is important.
4.4 Staff consider the emotional needs of parents/carers. E.g. when discussing children’s learning and behaviour. / Time has been allocated to the class-based elements of SEAL and learning and teaching approaches are considered. All non-teaching staff have been made aware of the SEAL programme. The Purple Set or a similar resource is used in dedicated staff meeting time.
There is consistency across the school community in the approaches drawn from the principles of SEAL. They are aligned with existing school policies and practice.
The purpose of focusing on social and emotional skills is made explicit particularly how they contribute to the ECM outcomes.
School promotes an open door policy so that parents/carers feel able to discuss family issues confidentially. / Assessment for learning approaches are used to ensure that SEAL learning opportunities are used effectively and learning is enhanced. Systems are in place to enable staff to deliver the SEAL curriculum confidently. Non-teaching staff are included in the implementation of SEAL.
Whole school aspects of SEAL (e.g. calming down techniques, peaceful problem solving, peer mediation) are introduced across the school both inside and outside of the classroom.
Teaching and non-teaching staff have a working knowledge of SEAL. They model social and emotional skills and agree ways that these skills might inform their practice.
School has systems in place to identify issues and families requiring additional support. / There is a continuum of provision available to children across the school day to support them with the development of SEAL. This includes small group work and confidential pastoral support systems
Negotiable:
Whole school approaches are embedded into practice,
including the use of outside agencies and non-teaching staff.
All staff develop ideas for supporting SEAL within a whole school framework. They modify, adapt and develop resources for use both inside and outside of the classroom.
The school uses a range of services and resources to support parents/carers. E.g.: referrals to outside agencies, use of school-based community workers, the use of Family SEAL to meet identified needs. /
- Staff Meeting agendas
- INSET
- SDP
- Policy documents
- Classroom planning
- Small group-work planning, IEPs
- Timetables
- Training logs
- Provision Map
- SEF 4b, 4f, 5a, 5b, 5c, 5d, 6a
- NHSS 4.1, 4.3, 4.4, 4.8
- SoA Appendix 3
- SoA Appendix 4: statement 3
- Policy documents
- Classroom planning
- Peer mediation
- SEF 5b, 5c, 6a, 7d
- SoA Appendix 3
- Resources
- Planning documents
- SEF 5a, 5b
- NHSS 4.3
- SoA Appendix 3: statements 1, 9
- Use of Gold set
- Family Learning courses
- Family SEAL
- Referral procedures
- IEPs, PSPs, SAP+ ARs
- SEF 5c, 6a, 7d
- NHSS 4.1, 4.4
- SoA Appendix 3: statement 7
- SoA Appendix 4: statements 8 & 10
Audit Visit Evidence
- Classroom observations
- Discussions with staff
4.5 The Senior Management Team acknowledges the impact staff emotional health and well-being has on pupils. / Confidential pastoral support systems are being developed for staff to access advice. Appropriate professional training is provided for those in a pastoral role. / Confidential systems are in place for staff to access advice. An EHWB governor and/or member of the Senior Management Team are identified. / Negotiable:
Systems are in place to share and celebrate how staff can use their own social and emotional skills to promote children’s learning, e.g., coaching, and staff circles of support. /
- Evidence of school support systems
- SEF 6a
- NHSS 4.4, 4.5, 4.7
- SoA Appendix 3: statements 4 & 10
Audit Visit Evidence
Discussions with staffSEAL of Approval Audit
All statements must be met except for the identified Negotiable.
Standard 5: Leadership and Management
Pre-requisites
/ Developing / Establishing / Enhancing / Indicators(Suggested Evidence)
5.1 The school has made a commitment to implementing SEAL with clear identification of initial steps, such as appointing a coordinator. SMT have incorporated SEAL assemblies into existing timetable.
5.2 The behaviour policy has been reviewed in light of SEAL to ensure that it explicitly identifies the role of SEAL in promoting positive behaviour.
5.3 Teaching staff have received SEAL CPD and have access to SEAL materials and resources.
5.4 Leaders and managers in the school have an understanding of the social and emotional aspects of learning and appropriate pedagogical approaches to promoting SEAL. / Through self evaluation SEAL is identified as a priority in the School Development Plan
The school has a clear, shared behaviour policy that includes the teaching of social and emotional skills.
All non-teaching staff have received SEAL CPD. Appropriate time has been allocated to support the teaching of each theme and to developing effective learning and teaching approaches to SEAL.
Staff are encouraged to notice and celebrate the use of social and emotional skills. Leaders and managers in the school have high levels of commitment to the philosophy of SEAL. / SEAL is integrated into the School Development Plan with specific actions and outcomes.
When whole school policies are reviewed, account is taken of how they impact upon SEAL development.
Staff in school share practice and develop skills and approaches through staff discussion and/or observation and peer coaching.
There are formal systems for the celebration of social and emotional skills. / SEAL has been embedded within management roles, job descriptions and induction arrangements.
The principles of SEAL
are reflected in school policy, Mission Statement and values.
Areas of SEAL that staff may find difficult have been identified and appropriately tailored CPD planned. The impact of SEAL CPD is monitored and evaluated.
Negotiable:
The celebration of social and emotional skills is embedded within the school community, such as whole school rewards linked to the five competencies. /
- SDP
- Job descriptions
- Induction packs
- Performance management policy
- SEF 6a, 6c
- NHSS 4.2
- SoA Appendix 3: statement 6
- Policy documents
- Mission Statement
- School prospectus
- SEF 6a, 6c
- NHSS 4.2, 4.5
- SoA Appendix 3: statements 1, 2 & 6
- Appendix 4: statements 4, 5 &6
- Training logs
- INSET/Staff Meeting Agendas
- SEF 6a
- NHSS 4.7
- SoA Appendix 3: statements 4, 5 & 8
- Reward systems
- Records of awards
- SEF 6a
- NHSS 4.8
- SoA Appendices 3 & 4: statement 1, 6 &10
Audit Evidence
- Discussions with staff
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The SEAL of Approval
Appendix 2: Exclusions Data
Please complete Table 2
Table 2
Year before last /Last year
/ This year so farDate: / Compared to the average for schools in the same
FSM band / Nationally
Date:
Incidents / Days / Incidents / Days / Incidents / Days / Incidents / Days
Fixed-Term exclusions / n.a. / n.a.
Permanent exclusions
Lunchtime exclusions / n.a. / n.a.
Primary National Strategy Behaviour and attendance: an initial review for primary schools DfES 0758-2003; page 5.
Schools whose exclusion rates either exceed the national average or exhibit a rising trend should produce an accompanying statement to support their application. The statement will need to show that an analysis of exclusions has been undertaken in order to identify patterns, leading to specific action and priorities for improvement. The statement should evidence discussion with the School Improvement Partner and/or governors or will comprise part of the School Development Plan.
The analysis you might do includes looking at:
• The type of incident leading to exclusion;
• The length, distribution and frequency of exclusions;
• The effects of pupil grouping;
• The history of support for pupils who have been excluded.
It will also be very important to look at patterns within identified groups, such as children with SEN, children from
minority ethnic groups, boys and girls, Children in Care and children experiencing bullying.
Primary National Strategy Behaviour and attendance: an initial review for primary schools DfES 0758-2003, page 6.
Signature:
Position:
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SEAL of Approval
Appendix 3: Staff Survey
Place your school at a point on the scales below (where 1 indicates poor performance and 10 indicates the best possible performance).
1. There is a clear set of values and beliefs on which school policy and practice is based.
1 2 3 4 5 6 7 8 9 10
2. All staff, (including lunch-time workers and support staff) understand and share the school values and beliefs that promote positive behaviour.
1 2 3 4 5 6 7 8 9 10
3. We have many strategies in place to support children’s well-being, for example, Circle Time across the school, Peer Mediation and Buddying schemes, and opportunities for all children to talk one-to-one with an adult when they need to.
1 2 3 4 5 6 7 8 9 10
4. Formal and informal mechanisms are in place which demonstrate the importance the school places on staff well-being.
1 2 3 4 5 6 7 8 9 10
5. Staff work together on their planning, and to help each other find solutions to problems.
1 2 3 4 5 6 7 8 9 10
6. All staff are clear about their role in promoting positive behaviour and good attendance, and feel supported by managers in this role.
1 2 3 4 5 6 7 8 9 10
7. Our school places an importance on the quality of relationships in our school – between children, between adults and children, between adults and adults.
1 2 3 4 5 6 7 8 9 10
8. We work well together as a staff; we have our bad days but morale is mostly good.
1 2 3 4 5 6 7 8 9 10
9. Staff recognise the effect that their behaviour, body language and responses have on children. They model the behaviours they promote.
1 2 3 4 5 6 7 8 9 10
10. The emotional well-being of the school community is a priority for the school. Everyone feels fairly treated, valued and well looked after.
1 2 3 4 5 6 7 8 9 10
Ref: DfES0646-2003 Developing children’s social, emotional and behavioural skills: training materials; DfES 0322-2004 Behaviour and attendance; developing skills
SEAL of Approval
Appendix 4: Parents/Carers Survey
Please tick against each statement to indicate if you
1 – Strongly agree 2 – Agree
3 – Disagree 4 – Strongly disagree
D/k – Don’t know
Statement / 1 / 2 / 3 / 4 / D/k1. The beliefs and values of the school are made clear to parents/carers.
2. Most parents/carers understand and share the school beliefs and values
that promote positive behaviour.
3. The school has strategies in place to support children’s well-being, and children feel safe and confident in approaching adults in the school with a problem.
4. School systems to support good behaviour and discourage poor behaviour are made clear to parents/carers.
5. Parents/carers are asked for their views and have opportunities to help the school develop good systems for supporting children.
6. The school involves me as a parent/carer and keeps me informed about attendance and behaviour issues.
7. Relationships in the school are good – between children, between adults and children, between adults and adults.
8. The staff make positive relationships with parents/carers – I feel comfortable asking questions or talking about a problem.
9. Staff act the way they would like children to act.
10. The school makes parents/carers and children feel fairly treated, valued and well supported/looked after.
Ref: DfES0646-2003 Developing children’s social, emotional and behavioural skills: training materials; DfES 0322-2004 Behaviour and attendance; developing skills