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Implementation

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How do we implement SEAL?

The school improvement cycle provides a useful framework for introducing SEAL systematically into school. See diagram below:

The school improvement cycle

Ongoing developmental work is essential to embed and sustain SEAL over time. Schools have found that tasks involved when introducing SEAL as part of the school improvement process include:

• creating a clear and shared vision of the importance, purpose and outcomes of implementing SEAL with all members of the school community;
• identifying and celebrating what the school is already doing well to promote social and emotional skills, what they might enhance and what they might introduce;
• reviewing the current curriculum on offer and identifying where social and emotional skills are currently promoted, and considering how this learning might be enhanced;
• considering what other schools are doing in this area and what can be learned from them;
• working with members of the school community to create a shared vision of the role and importance of social and emotional skills within the school community;
• identifying appropriate individuals and groups to take a lead on SEAL at both strategic and operational levels;
• planning action and recording this in the school development plan;
• raising awareness of the importance of social and emotional skills, emphasising the links to whole-school processes, for example school improvement, teaching and learning, raising standards, increasing equal opportunities, celebrating diversity and increasing inclusion;
• identifying staff development needs, planning and delivering whole-staff professional development, using a range of strategies including whole school training, peer mentoring, individual or group study and coaching etc.;
• adapting, modifying and developing the curriculum to ensure that it promotes social and emotional skills in a systematic, coherent and comprehensive way that matches the needs of all pupils;
• considering the wider implications of introducing SEAL: reviewing, adapting and modifying policies in the light of this;
• involving pupils, staff, parents and carers;
• reviewing progress and monitoring and evaluating impact of SEAL and adapting plans in the light of this.