Values and SEL Skills
Our 5 core values activate the 5 key Social and Emotional Learning (SEL) skills to build a whole-school, evidence-based approach to RSE and PSHE
Peace
SELF-MANAGEMENT
‘I can share and reflect upon my feelings to stay mentally healthy and safe.’
SILENT SITTING
5 minutes of guided mindfulness begins all sessions, building up to a daily practice.
Mindfulness for children in class results in improved focus, emotional regulation, greater compassion and reduction of stress and anxiety.
In 2019 one of the largest mental health trials in the world was launched in schools led by the Anna Freud National Centre for Children and Families. One strand being researched is the impact of mindfulness in UK schools. So, watch this space!
Community
SOCIAL AWARENESS
‘I feel safe and valued in my school community.’
THE BIG CIRCLE
Circles are key to developing an inclusive, dialogic, listening classroom community.
Talking circles, peace-making circles, or healing circles, as they are variously called, are deeply rooted in the traditional practices of indigenous people.
Talking circles were a traditional form of education from early childhood through adulthood and provided a way to pass on knowledge, values, and culture. This method of education instils respect for another’s viewpoint and encourages members to be open to other opinions by listening with their hearts, while another individual speaks.
The Big Sing promotes unity throughout the school community.
Responsibility
RESPONSIBLE DECISION-MAKING
‘I can listen to and speak up for myself and others.’
CLASS VALUES IN ACTION
The poster is actively reviewed at the start of all TBT sessions, building the actions into daily use as appropriate.
Class values are safe boundaries that are shared at the start of each session, and eventually referred to on a daily basis, to support and celebrate the positive choices children make every day.
The PSHE Association states:
‘Using ground rules to create a safe teaching and learning environment:
— protects pupils from possible distress
— enables them to feel comfortable exploring values and attitudes
— enables them to express their own opinions and consider the views and opinions of others, without the fear of negative feedback.’
Truth
SELF-AWARENESS
‘I can demonstrate empathy and resilience.’
THE BIG STORIES
A bespoke oral story linking to current events or issues affecting young people sits at the heart of all assemblies and is explored and reflected on back in class and/or in shared reading.
The Big Stories help pupils to develop empathy, celebrate diversity, feel understood and allow children to explore complex issues together, from a safe distance.
“To understand and be understood is at the heart of the human experience. The space between what is written and what is read is often a safe space in which we can make sense of our lives and the world around us.”
(Farrah Serroukh Learning Programmes Leader, CLPE)
Reflecting Realities research 2018 https://clpe.org.uk/RR
Love
RELATIONSHIP SKILLS
‘I know how to create meaningful relationships.’
SUPPORTIVE TEACHERS WHO FEEL SUPPORTED
Teachers work on developing positive relationships with their pupils every day and actively model the Values in Actions. During TBT sessions they adopt a neutral approach and ensure that every child is heard.
Teachers use the TBT structures to facilitate a safe, open space for children to explore their original thoughts without judgement.
Developing positive relationships between teachers and children is central to the success of all Social and Emotional Learning. TBT structures and training can support teachers in how to facilitate sensitive or lively sessions while always holding the key learning in mind.
Education Endowment Foundation Report 2019 Improving Social and Emotional Learning in Primary Schools
‘Evidence from the EEF’s Teaching and Learning Toolkit suggests that effective SEL can lead to learning gains of +4 months over the course of a year. Yet – even though SEL is already a large (and often unrecognised) part of their current job – few teachers receive support on how they can develop these skills in their everyday teaching practice.’ The Big Think’s structured resources advance these skills.