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What is ELSA?

There will always be children and young people in schools facing life challenges that detract from their ability to engage with learning, and some will require greater support to increase their emotional literacy than others. ELSA is an initiative developed and supported by educational psychologists. It recognises that children learn better and are happier in school if their emotional needs are also addressed.

We are lucky enough to have three qualified Emotional Literacy Support Assistants at Calcot Schools. They have been trained by Educational Psychologists to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs. 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 very own 'ELSA room' which provides a calm, safe space for the child to feel supported and nurtured.

In ELSA we aim to provide support for a wide range of emotional needs:

Recognising emotions
    Self-esteem
    Social skills
    Friendship skills

   Anger management
    Loss and bereavement

How does ELSA work?

Children are usually referred for ELSA support by their class teacher, Senior Leaders or on occasion the SENCo. Every half term there is a meeting with our Inclusion Manager Miss Kirkby, to discuss the referral forms and to identify and prioritise which children require a programme for the next 6-8 weeks. With the programme aims in mind we then plan support sessions to facilitate the pupil in developing new skills and coping strategies that allow them to manage social and emotional demands more effectively.

Each session lasts from 30 - 45 minutes once a week.

Supporting - not fixing

Remember, ELSAs are not there to fix children's problems. What we can do is provide emotional support.

We aim to establish a warm, respectful relationship with a pupil and to provide a reflective space where they

are able to share honestly their thoughts and feelings.

 

It needs to be appreciated that change cannot necessarily be achieved rapidly and is dependent upon the context and complexity of the presenting issues. For children with complex or long-term needs it is unrealistic to expect ELSA intervention to resolve all their difficulties, however support will be designed to target specific aspects of a child's need. Training and development of ELSAs is an ongoing process and wisdom is required to recognise when issues are beyond the level of expertise that could reasonably be expected of an ELSA. The Educational Psychologist that works with our school would be able to offer advice on suitability or nature of ELSA involvement in complex cases.

 

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So what do the children think?!

On completion of their ELSA programmes, we ask the children to reflect on their experiences and to kindly leave us some feedback. Here are some of the lovely comments we receive:  

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"I like coming to ELSA, it makes me happy!"

 

"The ELSA room has been really fun and helped me with making new friendships".

 

"ELSA has helped me with confidence".

 

"It has helped me a lot with my anger and my problems in the playground. I enjoyed it very much!".

 

"I enjoyed ELSA and I want to stay!".

 

"ELSA has made me happy, excited and glad!".

 

"ELSA has helped me with bullying problems, making new friends and most of all to have fun!".

 

"I found the activities fun! I especially liked, 'My Perfect Friend' and 'Learning Words'. I loved it!".

 

"ELSA has helped me to be more sensible in class".

 

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