• Train SLT

• Integrate SE learning practices into faculty and department meetings to enhance implementation

• Dedicated SE leadership position to over see sustained integration

• Staff training

to cultivate, practice, and reflect on social and emotional competencies that are developmentally appropriate and culturally responsive.

cultivate their own SECs, build trusting relationships, and maintain a strong community.

instructive, restorative, developmentally appropriate, and equitably enforced.

supports, which ensure that all student needs are met.

within the context of a whole-school approach.

academic development. Pupils, parents, staff and governors

have been involved in developing and renewing the vision

Leaders consciously model SEL competencies themselves

A team has been established with responsibility for SEL

development... whilst all school staff contribute to planning

how SEL will be taught and promoted in school

Regular CPD opportunities are provided to all staff to sustain

and enhance SEL work, including opportunities for staff

collaboration, mentoring and peer learning

Staff reflect on the quality of their SEL teaching and strive to

enhance it, with support from leaders

Leaders evaluate the impact of SEL opportunities on

children’s behaviour and attendance, personal and academic

development. They use impact data to refine and enhance the school’s approach to SEL

Leaders plan for sustainability through for example curriculum reviews which build in opportunities for developing SEL across subjects, and through recruitment and induction arrangements for new staff

competencies are taught.

Appropriately chosen, effective learning methods are used and there is a clear, coordinated sequence/progression in

children’s learning from the EYFS through Year 6.

SEL skills they want children to adopt – such

as articulating and regulating their emotions,

and using a structured problem-solving

approach to decisions or conflicts

SEL is embedded across the curriculum and

opportunities for collaborative learning are

frequent in every class

School behaviour and anti-bullying policies are based on the principle that poor behaviour indicates a need for extra help with SEL, in the same way that children

struggling with academic learning receive extra help with reading, writing or maths

School systems for noticing and celebrating children’s successes have been planned to support SEL development and are used by all staff.

Assemblies regularly and explicitly link a whole-school SEL focus with children’s classroom work on SEL

Parents and the wider community understand how the school approaches SEL, and are supported in

reinforcing SEL development at home

The school physical environment has been carefully planned to support SEL development, for example

through calm-down corners/worry boxes/playground friendship stops

Sets assessment standards

Guides integrated and sequential learning across schooling levels

Educators develop and adapt content for their settings

Education system, schools, teachers, evaluators

Provides structure, content and resources to enable effective delivery of SEL

Emphasises sequenced in- depth teaching of explicit skills

Fidelity to programme guidelines supports effectiveness

Student learning

Teacher professional development

Supports systemic implementation of SEL practices to enable generalisation across school & home settings

Multi-component approach involving schools, families, community

Tailors implementation for identified school needs

Brings all school staff, parents, community together to support student learning & development

Targets intensity of intervention according to need