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ERIC Number: ED502435
Record Type: Non-Journal
Publication Date: 2007
Pages: 137
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: N/A
Secondary Social, Emotional and Behavioural Skills (SEBS) Pilot Evaluation. Research Report No. DCFS-RR003
Smith, Paula; O'Donnell, Lisa; Easton, Claire; Rudd, Peter
National Foundation for Educational Research
In 2005, the National Foundation for Educational Research (NFER) was commissioned by the Department for Children, Schools and Families (DCSF) to evaluate the secondary Social, Emotional and Behavioural Skills (SEBS) pilot. The aim of the pilot was to encourage secondary schools to take a whole-school approach to developing social, emotional and behavioural skills amongst staff and pupils and to integrate it in to their existing work. Six local authorities (LAs) were selected to take part in the pilot comprising just over 50 schools. The evaluation took place between October 2005 and May 2007 and was carried out in two phases. Both phases comprised of interviews within pilot local authorities, case-study visits to ten pilot schools and the administration of a school survey. The final report presents the finding from both phases, provides examples of good practice and outlines key recommendations for policy and practice when considering the future roll-out of the programme. Key findings included: (1) the SEBS pilot was well received by pilot schools and LAs and staff valued and were committed to the underlying principles of the pilot programme: (2) a clear steer within the local authority regarding the SEBS pilot was important: identifying the range of personnel that needed to be involved, outlining the purpose of their involvement and highlighting how the pilot fitted with and complemented existing local authority priorities and ways of working; (3) LAs found it useful to allocate time to provide feedback to colleagues in their own and in other services viewing this as an important component in keeping everyone briefed on the latest developments about the pilot and providing opportunities for collaborative work; (4) implementation of the SEBS programme appeared to be a dynamic process, with schools gradually developing and expanding the SEBS work they had undertaken; and (5) schools were positive about the support they had received during the pilot. In considering how the programme could best ensure impact in the future, interviewees highlighted a number of factors, including maintaining a whole-school approach, changing cultures/attitudes, involving the right people, commissioning resources and linking with the bigger picture. Four appendixes include: (1) Methodology; (2) Secondary SEBS Pilot Materials; (3) Secondary SEAL Materials; and (4) Questionnaires. (Contains 6 footnotes and 27 tables.) [This report was published by the Department for Children, Schools and Families.]
National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Publication Type: Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for Educational Research
Identifiers - Location: United Kingdom