1. Working on Wellbeing

2. Table of Contents
Page
Foreword 1
Background 2
Key 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 37
Appendices 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 have
The Working on Wellbeing project Social and Emotional Aspects of Learning (SEAL) adverse effects on their ability to learn, because
originated 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 is
the Minister for Education, Lifelong
within the Foundation Phase is also an important especially the case for those pupils with complex
Learning and Skills in March 2006 component of the work being carried out needs. Early identification and intervention are
to undertake a National Review of by schools. The contributions of the Welsh crucial for ensuring that specialist approaches can
Behaviour and Attendance (NBAR). Network of Healthy School Schemes and the be accessed in a timely and effective way. This
An independent steering group, led Primary Mental Health Teams are also important not only involves robust work within the school
by Professor Ken Reid, considered the for supporting the promotion of emotional setting, but also a commitment from the families
existing good practice in Wales and health and wellbeing in schools. of the children and young people and the wider
produced 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 and
The Working on Wellbeing project was approaches for preventing and intervening in high Social Education framework in schools and the
subsequently commissioned by the Welsh risk behaviour, can make a difference not only to Families First programme designed to support
Assembly 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 been
needs of children and young people, and to a number of challenges identified by the NBAR developed through a successful collaboration
put in place early and effective intervention steering group need to be addressed, including: between Bridgend and Vale of Glamorgan local
approaches to meet those needs. the provision of professional training and authorities (including the Educational Psychology
In Wales, a number of whole school approaches development for school staff; the importance of Services, the Inclusion Services, and the
are seen as strong components in supporting utilising the opinion of children and young people Behaviour Support Services) and the University
pupils’ social and emotional needs, and ultimately in helping to understand the issues around of Sussex. We are especially grateful for the
improving 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 social
Efforts to support the wellbeing and emotional learning that includes identifying
of children and young people have and meeting the social and emotional needs of
all pupils. It recognizes that the behaviour of
become a national priority, especially
children is a result of their social and emotional
in light of international comparisons development, and that this in turn is influenced
of developed countries which have by the social and emotional environment or
indicated relatively low levels of child climate that they experience inside and outside
wellbeing in the UK. school. Therefore, it helps schools to create
a positive climate that promotes wellbeing
In one report, the UK was placed 17th or and supports the development of social and
lower out of 21 countries on dimensions such emotional skills.
as educational well-being, family and peer
relationships, behaviours and risks, and subjective The social and emotional development of children
well-being.1 and young people is known to be complex.
A large and rapidly growing body of research
Although wellbeing encompasses material/ evidence has traced a multitude of factors
economic and physical health dimensions, it is For example, we know that children become
involved, covering a wide range of topics including
widely understood that social relationships and increasingly mature in their ability to manage
early infant-caregiver attachments, interactions
emotional experiences are a crucial bedrock for their emotions, both in terms of how they
and relationships with parents and siblings, moral
wellbeing 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.3
are 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, children
young people2, this raises the question of what developmental patterns and sequences that
and young people vary enormously in their social
schools 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 learning
recognised as having special educational needs. themselves and their experiences, whereas others is nationally recognised as crucial. According
For 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 Education
spectrum condition’ (ASC) or attention deficit Moreover, these kinds of variations are present Act of 2005 regulations which instruct them to
difficulties, often involving significant impairments not just at the level of individuals, but also at the report on ‘The spiritual, moral, social and cultural
in social relationships and interactions. Other levels of groups (e.g., a particularly disruptive development of pupils at the school’ and ‘The
pupils 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 whole
that could include a wide range of difficulties schools (e.g., a school where both pupils and staff
in 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 emotional
withdrawal 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 and
Although 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 wide
research 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
P
connected to wellbeing.5 For example, some ●● Improved social and emotional skills in schools
pupils are well-liked within their peer groups, ●● ore positive attitudes towards self, school,
M ●● valuation of workforce skills and professional
E
whereas others are actively rejected and and social topics development programme to ensure workforce
ostracised. Some pupils show bullying behaviour, adequately skilled
●● Higher levels of positive social behaviour
some are victimised, and some experience both
– and some pupils egg on the bullies, whereas ●● Reduced conduct problems ●● ndividual and whole-school assessments to
I
others come to the aid of victims, and others just identify social and emotional needs
●● Reduced emotional distress
walk away. ●● roactive whole-school developments that
P
●● Increased academic performance. build upon the current position
●● argeted interventions based on the
T
5
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 community
6
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 individual
4

7. Step 1: Establishing a whole-school Social
and Emotional Learning (SEL) Framework
This first step is an essential part of the process This essential activity (described more fully in
as it engages the school community and helps Appendix A2) involves:
them to contribute to developing their vision, take 1. members of the school community
All
ownership 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 perhaps
process is the development of a SEL Framework members of the broader community such as
that represents the aspirations of the whole local employers, businesses etc.) identify an
school community. This should be revisited agreed set of qualities that they would like
periodically (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 whether
Preparatory activity: the are ‘good for the community’ and ‘good
for the individual’.
Engaging with the whole
school community 3.
Qualities viewed as both ‘good for the
community’ and ‘good for the individual’ are
The preparatory activity is very important as it selected and used to identify a set of skills
provides an opportunity for all members of the that pupils need.
school community to be involved in the early
stages of developments and obtain a greater Developing the framework
understanding 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 1
An 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 Analysis
Background
A key feature of WoW is to establish that the
workforce is ‘fit for purpose’ and able to address
the social and emotional needs of children and
young people.
To do this, the development of an effective and responsive staff
professional development framework for the school community
is crucial. The School Effectiveness Framework states the
need for schools to build strong learning communities where
practitioners can develop and share their professional knowledge
about learning and teaching and build on good practice. It also
highlights the need for a planned training strategy which will meet
a wider range of children including those with Additional Learning
Needs.
In Bridgend, the Learning Needs Analysis has been developed as
part of a continuous cycle for the professional development staff
who are at different stages of their careers. The diagram on this
page outlines the three key components that combined to form
the continuous cycle of professional development:
8

11. Step 2 Strand 1
The 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 measuring
The Learning Needs Analysis (LNA) helps to
how skilled the workforce are to deliver the identified ALN needs of the school’s population and supports
identify 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 of
school staff in providing for children and young The LNA process involves five stages of activity:
people’s social and emotional learning. The LNA
also identifies the strengths and weaknesses of Stage One The first stage is to identify the personnel who will be involved in carrying out
the school workforce. This information helps the LNA and set up the meeting to carry out the LNA. This might include the
to 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 1
The 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 Teacher
Evaluation Area Targets Outcomes
Identification and Assessment R A G
The school is developing a consistent whole Termly whole school staff training ●● 10 pupils have been surveyed across the
1
school approach for the identification of sessions to be delivered in the school from years 3 to 6. Years 1 and 2
pupils with BESD by piloting the Banerjee administration and interpretation of the have also trialled the assessments, but no
online 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
T
difficulties, the Specialist Outreach teacher and support staff to be provided the project and the HT is able to produce
is 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 the
meet 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 1
Evaluation Area Targets Outcomes
Resources R A G
The school feels that it is well As a result of the provision mapping A SEAL training day is planned for July 2011. Part of
resourced in many areas across exercise, the school would like to participate the day will allow HTs and nominated members of
the school. They make good in a cluster day training session linked to staff time to plan the SEAL project across the whole
use of “Game Shop Managers,” SEAL. A cohort, identified by the NBAR school. The school will implement SEAL across the
and “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 decision
and they are also aware of SEAL, made whether to implement the scheme
although 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 G
Some 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 SAP
school is involved in the “TALK,” HT would also like to find out more ●● 8 children are being monitored closely for possible
1
project. 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 counselling
for Emotional Literacy for Support been identified to receive training in
●● focus has been placed on year 6 children to
A
Assistants 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 peer
school Action/PSP plans, and the mediation, and this is supported by training carried out
HT 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 online
monitor progress when necessary. assessments has significantly improved the accuracy
Playground Peacemakers are used to of referrals for individual interventions used within the
good effect during lunchtimes. school.
11

14. Step 2 Strand 1
Evaluation Area Targets Outcomes
Review and Monitoring R A G
The school uses IEP Writer from nursery to The HT is planning to review the school’s use ●● he school reviewed its IEPs in
T
year six. The IEPs are monitored regularly in of IEPs during the Spring Term, and where March 2011, and has been able to
review meetings twice a year. The children are possible link targets to SAP work carried use the results from the Banerjee
fully involved in setting their own targets, which out and the results from the Banerjee online online assessments to help form
are clearly stated. The school, as part of the assessments. some targets.
Porthcawl cluster, is also involved with trialling ●● he setting of SMART targets has
T
electronic IDPs. Parental questionnaires are also also been addressed in the TAPPAS
sent home annually, to link in with the school’s meetings.
self-evaluation cycle. The school is going to use
the Banerjee online assessments three times a
year to review and monitor pupils well-being.
Training and Development R A G
All staff are being trained in NBAR early ●● nset to be delivered to ensure all staff are
I ●● NSAs and LSAs throughout the
S
identification approaches. The minimum BESD aware of the BESD intervention approaches cluster have had access to a support
training 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 behaviour
training, nurture training). TAPPAS has been ●● APPAS is set to meet half termly and has
T strategies, dyslexia and ASD. The group
developed throughout the cluster for ALNCos put together a programme of professional has received six sessions during the
and 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
A
developed for SNSAs to develop their CPD. A planned for Autumn Term 2011 for
Professional 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 1
Evaluation Area Targets Outcomes
Partnership Working R A G
The 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. It
is involved in staff recruitment and the school possibly as part of the cluster. received good feedback with a view to
takes part in the Meaningful Work Programme. repeating the course.
The school also uses peer mediation and ●● arent liaison “drop in surgeries” have also
P
buddying systems. been identified as part of the action plan
The school is developing its strong links with for Porthcawl Cluster, starting during the
parents. 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 G
The school has strong links with the ●● o continue to develop smoother
T Transition is a target area highlighted in
comprehensive school, although it feels some transition for children with ALN to TAPPAS meetings. During these meetings
areas such as SEN and support for these comprehensive school with greater there has been an agreement made between
children can be improved. involvement from the Inclusion ALNCos of the information needed by the
There 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 Learning
The Provision Mapping tool is an audit ●● rade the effectiveness of the delivery of
G
tool 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 pupils
in school. have access to the intervention
Refining (R) - if there is widespread and
–
Interventions and approaches used in the
competent use of the intervention but
school or LA – categorized as whole-school
staff feel they could do more
interventions, targeted interventions, or more
intensive 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 school
they promote. This can be completed on an The completed provision map is used to
annual basis. Identify any gaps or overlaps in provision,
and will be a key part of the planning process
How to complete the in Step 3. It can be adapted to reflect
Provision 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 Assessments
Three online surveys were devised to From the results, staff can identify The results from the ‘My Class’ assessments are
provide additional information about ●● spects of school ethos in which the school is
a only meaningful if they are used with a group
the emotional health and wellbeing of strong and secure who spend time together on a regular basis. For
the 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 may
The surveys, with instructions for registration ●● ifferences in the perceptions between staff
d have good friendships with pupils across the year
and administration, are available at: and pupils. group. However, research has shown that rejected
http://www.sussex.ac.uk/Users/robinb/ pupils are very often rejected by their peers
It should be noted that although staff and pupils
nbar-sepq-info.html independent of whichever group they are in.
may have different perceptions, there is usually a
Groups of pupils can complete them in the good convergence between them when it comes My Feelings. This assessment is completed
school’s ICT suite, with each survey taking to relative scores across different schools. In by children, by rating how often various social
approximately 15-20 minutes. The assessments other words, schools with relatively high ratings and emotional experiences are true for them. It
are 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,
P
again at the end of the year to monitor progress ratings from staff tend to have relatively low
and plan actions for the following year. ratings from pupils. social inclusion)
●● egative social experiences at school (e.g,
N
My 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 anger
community, including staff (both teachers and in their class who fit different descriptions. It
support staff) as well as pupils. The assessment provides information about: ●● eelings of sadness and depressive symptoms
F
provides insights into the social and emotional ●● Pupil relationships within a class/tutor group ●● Feelings of worry and anxiety
climate of the school. The feedback includes
percentage scores from pupils and staff in ●● evels of peer acceptance and rejection
L ●● Self-perceptions
response to set questions about their attitudes experienced by pupils Please note that the results produced from
regarding 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’ general
and 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 3
Understanding 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 responses
careful reflection in the light of knowledge of
the 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 another
colleague, 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 the
Learning 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 is
needed. 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, which
will reveal how pupils and staff (and any other
stakeholders who complete the questionnaire)
perceive aspects of the school ethos.
The My School feedback shows the percentages
of pupils and staff who agree (choosing either
‘Quite often’ or ‘Nearly all the time’) with
statements about both the children and the
adults at school.
17

20. Step 2 Strand 3
My Class: Sociogram and peer reputation
The information collected from the ‘My Class’ survey allows staff
to produce a sociogram. Green = received high number of Most-Liked (ML)
and low number of Least-Liked (LL) nominations
This 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 number
the 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 number
indicates that Ben nominated Peter. of LL nominations (often referred to as ‘controversial’)
Blue doubled-headed arrows between pupils indicate reciprocal
positive nominations: Pink = received low number of ML and low number
of LL nominations (often referred to as ‘neglected’)
e.g., Ben Peter
indicates 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 3
An example of a sociogram from one of the schools in the 8
Porthcawl and Barry projects is provided below. It shows a great
deal of variation in children’s peer relationships. There are some 13
groups of pupils who all nominate each other (e.g., 7, 9, 19, 6, 10, 18
13), but others have few or no reciprocated nominations. There
are some pupils who receive many positive nominations (e.g., 6
and 15), and others who receive none (e.g., 16 and 23).
17
14
21
10
7
6
15 5
9
11
19
3
2
Note:
1 23
Pupils may fall in the ‘Average’ peer status category but be just
below the statistical threshold for one of the other peer status
20
categories (e.g., 14 in this sociogram). The other feedback from My
Class and My Feelings should be consulted to gain a richer picture of
the pupils’ functioning, as described on the following pages.
12 22
4
16
19

22. Step 2 Strand 3
An individualised graph is also produced for each pupil, showing the peer reputation of that pupil within the class. The graph shows how often
the 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 below
the 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 the
highest 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 3
My Feelings: Self-reported
socio-emotional experiences Pupil 14 from the previous sociogram
An individualised graph is provided for each
pupil, showing the scores of that pupil on 3
eight dimensions of self-reported social
and emotional experiences: positive social
experiences (e.g., being included or helped), 2
negative social experiences (e.g., being
victimised), anger, anxiety, depressive/sad
feelings, negative feelings at school, negative 1
feelings 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 0
true). Each bar shows the full range of scores in
.
p.
y
us
ive
ol
e
th
eg exp
gr
the class: the lowest scoring pupil would be at
m
ho
ex
or
xio
ss
An
ho
w
sc
re
the bottom of the bar, and the highest scoring
ive
ive
An
lf-
at
ep
at
sit
at
Se
pupil would be at the top. The class average is
eg
D
eg
Po
N
marked as a horizontal line within the bar. The
N
N
dot in each bar shows the position of the given
pupil 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 interventions
The process of reviewing the current These might be low-level interventions (such as better starting point for supporting a problem
position will provide a wealth of how pupils are grouped, how staff greet pupils, with aggressive behaviour at school, rather than
information, and time needs to be and reward systems etc.) or more specific immediately withdrawing individual pupils for
set 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 backdrop
including 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 or
findings, and plan. individuals at a later point.
As a guiding principle, the first port of call should
In all cases, the emphasis will be on identifying be the universal, whole-school provisions, rather
needs in terms of the SEL Framework established than more intensive interventions. For example, Where to look for information
in 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