ST Gregory’s High School says it is seeing fewer exclusions and better classroom behaviour thanks to putting as much emphasis on its pupils’ social development as their exam results.

All 960 students at the school, on Cromwell Avenue, Westbrook, have been involved in the Social and Emotional Aspects of Learning (SEAL) initiative.

SEAL encourages pupils to think about five themes of self-awareness, managing feelings, motivation, empathy and social skills and to demonstrate those qualities.

Pupils are then asked to keep a record of the times they have demonstrated each of the themes and to discuss them with teachers, classmates and parents.

St Gregory’s has experienced fewer referrals to the school’s Augustine Suite for children with learning difficulties and behavioural problems and fewer temporary exclusions since The Department for Children, Schools and Families programme began in 2007.

Bethany Kerrigan, aged 14, said SEAL has helped her developed a great rapport with her form tutor.

She said: “In lessons, the SEAL cards show me where I’m doing well and I can see how I can improve.

“I can see what adults in school are thinking and feel I am really listened to when I voice my opinion.”

Ann-Marie Pacey has a 15-year-old son, Andrew Pacey, in year 10.

She said: “It helps children to understand their social and emotional needs and those of others round them.

“It encourages them to improve these skills, which is invaluable now and for their futures.”

Assistant head teacher Rosemary Howard-Rigby witnessed a social development programme while visiting Canada as part of an education delegation five years ago.

She said: “I thought the lessons were not as busy or as challenging as we had here in the UK, but I was struck by how respectful the children were and so I began wondering why we couldn’t have both challenging lessons and better behaviour here.”

She believes it gives children the right skills for the workplace.

She added: “A child can leave school with a string of high grades but as soon as they are asked to give a presentation, lead a team or resolve a conflict they could find it difficult.

“We are not an exam factory, we pride ourselves on our academic achievements but what good are they if the pupils who leave here cannot communicate with people in a respectful manner?”