ELSA - Emotional Literacy Support Assistants
Supporting the mental Health & Wellbeing of our Pupils
At Symondsbury we have two ELSA’s (and a third in training!). The ELSA programme is there to support our children, particularly now in the wake of the COVID-19 Pandemic.
What is an ELSA?
There will always be children in schools facing life challenges, no more so than now, that detract from their ability to engage with learning. Some will require greater support to increase their emotional literacy than others. The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists to support our children. After a thematic analysis of the programme the following themes were identified: “Feelings and Emotions”, “Engagement”, “Resilience”, “Hopes and Aspirations” and “Relationships”. These themes recognise that children learn better and are happier in school if their emotional needs are also addressed. The aim of our ELSA in school is to help the children to understand their emotions and respect the feelings of those around them. Our ELSA provides the time and space for pupils to think about their personal circumstances and how they manage them.
Through the work of our ELSA we aim to provide support for the wide range of emotional needs of our children including:
Loss and bereavement
Research provides evidence to indicate the positive impact of Metacognition and Self-Regulation as well as Social and Emotional Learning. Indicating that it has a positive impact on children's learning. In addition, research by Educational Psychologists on the impact of the ELSA programme on pupil well-being suggests that the ELSA programme has a perceived positive impact on multiple components of pupil well-being including positive emotions, negative feelings, engagement, resilience, optimism, accomplishment and relationships. The positive well-being changes experienced by the pupils occurred not only through identified strategies, but also by talking.
Who are our ELSA’s?
In our school, Ms Swift and Mrs Moores are our ELSA’s, Mr Knowles is currently being trained also. They work with children across the school, usually on a one to one basis but also in small groups.
What happens in an ELSA session?
The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills. Sessions are fun, we use a range of activities such as: games, role-play with puppets or arts and craft. ELSA sessions take place in our ELSA room/octagon which provides a calm, safe space for the child to feel supported and nurtured.
How does ELSA work?
Children are usually referred for ELSA support by their class teacher. Together with the class teacher, the ELSA will identify the target areas, a programme of support will be put in place and all parties will share the strategies that she develops to build continuity and sustainability into the work she does. Most ELSA programmes will last for 6 weeks, helping the child to learn some new specific skills or coping strategies but most of all it is a chance for them to talk and a chance for us to listen.
How do we know if our ELSA has an impact?
SMART targets will be set for each of the children who receive ELSA support. Each session will have an objective that the ELSA wants the pupil to understand or achieve. By setting targets for the children, and by also formulating a "baseline" from which we can work, we are able to "measure" the impact of our ELSA. These measures could be linked to attendance, punctuality, a reduction in the number of outbursts, less involvement with the behaviour management system or an improvement in their attainment, achievement, productivity or attitude. Our ELSA isn’t there to ‘fix’ the child and for some of our pupils with complex or long-term needs, it is unrealistic to expect ELSA support to resolve all of their difficulties. However, by building a positive relationship with the children, our ELSA can help them to think about their behaviours, worries and anxieties, and give them the time and space to reflect on these and share honestly their thoughts and feelings. By doing this our children who benefit from our ELSA support can make huge strides in their progress, confidence, belief and become positive learners who are better placed to achieve their potential.
If you would like to know more about our ELSA then please contact the school and ask for Mrs Moores, Ms Swift (when she returns from her maternity leave) or Mr Knowles.
The Thrive Approach
What is the Thrive Approach?
Thrive is a therapeutic approach to help support children with their emotional and social development. It is a whole school approach based around, current studies of effective learning and current models of child development – in order to help the school to understand the needs being signalled by children’s behaviour.
The Thrive approach offers practical strategies and techniques and is built around online assessments which identify children’s emotional development and provides action plans for their individual needs. Whole classes can also use Thrive techniques and activities to address any issues or as part of PSHE sessions in school.
Research has shown that how we behave is linked to how we feel and our emotions are linked to how we learn. By teaching children to recognise and notice these feelings and emotions it can help with their development and learning.
Children sometimes need some extra support with their emotional growth and this can be temporary or over a longer period of time.
Thrive promotes their emotional and social growth by building positive relationships between a child, their peers and the teaching staff and helps them explore and understand their feelings through various activities.
Why might my child attend a Thrive session?
Many children experience difficulties during their time at school. These may include:
- Difficulties with friendships.
- Getting into trouble at playtime.
- Finding it hard to settle in the classroom.
- Finding it difficult to manage their strong feelings.
- Not knowing who to turn to when feelings are too big to manage on their own.
These situations can lead to many different feelings which may seem overwhelming at times. They might include: anger, frustration, sadness, loneliness, confusion or anxiety.
All these feelings are very normal and happen to a lot of children. The Thrive sessions are to help children learn to manage their feelings and teach them strategies that will help promote their learning at school.
What will happen in a Thrive session?
The session may be on an individual basis or as part of a small group of children. During each session there will be an activity which may include:
- Story telling
- Circle games
- Arts and crafts
- Sand play
- Movement and relaxation
- Hand massage
- Cooking and preparing food
- Role play and puppet work
Our Vision and Aims
Our Vision is to:
Develop children emotionally so they are able to recognise and distinguish their emotions and learn ways of responding to their feelings appropriately.
We aim to:
- Provide alternative support for children who are experiencing emotional, social or behavioural difficulties.
- Provide a safe and calm environment for children to develop their skills.
- Enable children to take pride in their achievements and enhance self-esteem.
- Help children to manage their feelings and develop skills to enjoy and participate in school life.
- Use positive approaches to manage all behaviours.
For more information about the Thrive approach see the website: www.thriveapproach.co.uk or speak to our Thrive trained practitioner, Mrs Roberts.
Class 4 have trained as Peer Mediators to support pupils with any disagreements they have may have on the playground. Conflict is normal and part of every day life. We want to give the children the tools to help them support themselves and others.