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A new Ofsted report has found that the Secondary National Strategy’s pilot programme for developing social, emotional and behavioural skills (SEBS) was introduced successfully when senior school leaders understood its underlying philosophy. Where this was not the case, it remained a ‘bolt on’ to personal, social and health education (PSHE) lessons or form tutor time, and was largely ineffective.

The report, Developing Social, emotional and behavioural skills in secondary schools, found the pilot was initially met with resistance from some teachers as they feared an increase in workload and had reservations regarding the extent to which developing pupils’ social, emotional and behavioural skills was part of their role. It found that where teachers had developed an understanding of pupils’ social, emotional and behavioural skills it improved how pupils and teachers interacted with each other.

Inspectors found the pilot programme was most effective when teachers adapted their teaching methods to take account of pupils’ needs. As a result pupils displayed more respect for each other, worked better in teams and were better able to articulate and recognise their feelings. In particular, pupils’ ability to cope and recover from challenges and change and their willingness to take risks had improved.

Her Majesty’s Chief Inspector of Education, Children’s Services and Skills, Christine Gilbert, said:

“The pilot programme has aided teachers’ understanding of how to develop pupils’ social emotional and behavioural skills in a relatively short period of time. Ofsted witnessed changes in pupils’ behaviour which will benefit them in the long-term. ”

The pilot prompted two different types of actions: reviewing and adapting current practice, particularly related to behaviour policies, and introducing new concepts and ways of working with pupils.

All schools found it difficult to evaluate the impact of the programme and required clearer guidance to help them to monitor and evaluate effectiveness.

The report makes a number of recommendations to the Department for Children, Schools and Families, local authorities and schools.