Social and Emotional Aspects of Learning (SEAL)

SEAL refers to the Social and Emotional Aspects of Learning in school. It is a whole school and cross-curricular approach aimed at developing children’s social and emotional skills.

SEAL aims to support children becoming successful learners, confident individuals and responsible citizens. Furthermore SEAL helps with promoting their social awareness, their interactions with others, their motivation and empathy and also managing their feelings.

At Sebright we aim to develop children as a whole within their community. SEAL gives them the tools to become happy and independent learners. Tools such as the right frame of mind towards their learning, where children are ready to learn, manage themselves independently and reflect upon it. The appropriate manners and impression they make with a Growth Mindset.

Some times just a small change can make a huge difference in their success at school, like being kind to one another, excellent timekeeping, good manners - such as holding the doors for others, and a compliment here and there.

The importance of SEAL is to make children feel safe and secure at school with a clear respect and understanding of behaviour expectations so they will be able to take risks in their learning and use it beyond the school grounds and into their lives as young adults.

SEAL is a whole school approach and does not only apply to the children attending the school but also the staff, parents, carers and the community around us. It can give parents and carers the opportunity to engage with their child’s personal, social, emotional life and help reinforce a close relationship.

Being Me in My World

The focus in this topic is centered on the child itself. Children explore what makes them who they are, their likes and dislikes. What makes them go forward and excel and how to overcome difficulties in their own way. In this topic we decorated some footballs where we shared with others what makes me ‘Me’.

Celebrating Differences

In this topic children understand that differences make us all special and unique; can give and receive compliments and know how it feels; can explain why it is good to accept people for who they are and can show empathy with people in their own situation. In this topic children looked at the footballs they created and talked about what make them different from each other.

Dreams & Goals

In this topic children express how it feels to be working as part of a group; they can confidently share their successes with others; know what it means to be resilient and to have a positive attitude and can identify why they are motivated to achieve the goals and dreams they set out for themselves. As a whole class project we set out a goal and dream we would like to achieve this year.

Healthy Me

In this topic children can recognise how being healthy helps them feeling happy; can express how it feels to share healthy food with their friends; can express how being anxious or scared feels; can identify feelings of anxiety and fear associated with peer pressure and respect and value their bodies.

In this topic children made in the past ‘Healthy Me’ posters where they spoke about what makes them healthy physically and emotionally.


In this topic children can tell why they appreciate someone who is special to them and express how they feel about them; can demonstrate how to use the positive problem solving technique to resolve conflicts with their friends; can explain?how some of the actions and work of people around the world help and influence their life; can explain different points of view and express their own opinion and feelings on a subject; can recognise and resist pressures to use technology in ways that may be risky or cause harm to themselves or others; can demonstrate ways they can stand up for themselves and their friends in situations where others are trying to gain power or control. In this topic in the past children have talked about what makes a good relationship and how to improve not so good ones.

Changing Me

In this topic children can identify the parts of the body that make boys different to girls; respect their body and understand which parts are private; can recognise the physical differences between boys and girls and use the correct names for parts of the body; recognise how they feel about the changes happening to them and know how to cope with these feelings; can express how they feel about the changes that will happen to them during puberty; and recognise how they feel when they reflect on the development and birth of a baby.