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ELSA

 

Welcome to our school ELSA page. We are pleased to be able to share information with parents about Emotional Literacy Support on the school website. On this page we aim to post ideas and helpful advice on how to help your child; for example in areas such as empathy,
self-esteem and some tips about calming techniques. Parents and carers will be able to find out about recommended books which may be useful and links to other websites for some self-help at home.

 

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. 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 two qualified Emotional Literacy Support Assistants at Newtown C.E. (Voluntary Controlled) Primary School. 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. ELSA work is delivered either on an individual basis or small group work. Sessions are fun, we use a range of activities such as: games, role-play with puppets, lego therapy or arts and craft. ELSA sessions take place in the Butterfly Room which provides a calm, safe space for the child to feel supported and nurtured.
 

Picture 1 Miss Claridge - ELSA/Behaviour Support LSA
Picture 2 Mrs Bull - Home School Link/ELSA

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

 

  • Recognising Emotions
  • Self-esteem
  • Social Skills
  • Friendship Skills
  • Emotional Regulation
  • 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 we meet to discuss the referral forms and to identify and prioritise which children require a weekly 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.

 

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.

Here we can sign-post you to some of the different websites online which offer help and advice to parents. We have also recommended some books that we have used at school and found to be a very useful tool.
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