How does ELSA work?

Children are usually referred for ELSA support by their Class Teacher, Senior Leaders or on occasion the Inclusion Leader (Mrs Collins). Every half term I meet with my Line Manager, Mrs Collins 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.

What do ELSA’s do?

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 met.

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 therapeutic activities such as mindfulness 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.

What can ELSA’s work on?

· Relationships

· Recognising emotions

· Social skills

· Friendships

· Self esteem

· Understanding anger

· Loss and bereavement 

· Anxiety

· Building resilience

 What are the benefits to ELSA support?

Children learn better and are happier if  their emotional needs are addressed . They learn to:

· Develop coping strategies and talk about difficulties.

· Interact more successfully with others.

· Develop greater self-awareness

· Manage school better and feel better about themselves.

Who is our ELSA?

Mrs Gibbs is our ELSA here at Slinfold. If you have any questions, feel free to speak with her, your child’s Class Teacher, Mrs Collins or Mrs Gibbs for further information regarding ELSA support.

Thought-Full

Thought-Full work in schools to support and help improve the mental health and wellbeing for pupils.

Thought-Full offer one to one support using a type of talking therapy called Cognitive Behavioural Therapy or CBT.

CBT is ‘evidence based’, which means that there has been a lot of research into this method.

CBT focuses on a thoughts, feelings and behaviours cycles, which means how you think (your thoughts or assumptions) are linked with how you feel (your emotions) which is then linked with what you do (your actions or behaviours).

CBT works to change the patterns of thoughts and feelings that keep you stuck.

With help to identify these unhelpful cycles of thinking and behaving, you will be able to build a more helpful belief and improve your problem-solving skills which will reduce your emotional difficulties.

Thought-Full work with the child to set goals and make sure they feel in control.

They can offer 1:1 interventions, for up to 10 sessions in - 

- Anxiety

- Low mood

- Low self-esteem 

- Phobias

- Poor eating patterns 

- Sleep hygiene and routines

- Worry 

When working one-to-one with a child or young person they also strive to involve parents/carers to varying degrees, depending on the age of the child. This is because you are in the best position to support the implementation and reinforcement of the strategies they teach in sessions when at home with your child. With younger children, they may work solely with you in order to achieve the best and most effective outcomes for your child.

All practitioners will use a range of tools, which include questionnaires to help them plan together what interventions they will use and then evaluate if the strategy being used is working or not. 

They will use them to:

• support discussions within sessions
• plan goals
• review if strategies being used are effective
• improve the service we offer

FAQ's

Are the sessions confidential?
Confidentiality is an important part of building trust between your child and their allocated practitioner from the Thought-Full team.  We will seek parental / carer permission to work with children under 16, involving you in the sessions where appropriate.  We will always encourage your child to talk to you to let you know they are working with Thought-Full. What we discuss within the sessions remains confidential between Thought-Full and your child {and you, if you are involved in the sessions}, UNLESS we feel that a child or young person is experiencing, or is at risk of experiencing harm. In which case, we have a duty of care to share this with the local safeguarding team and your child's School Safeguarding lead. 

What happens to sessions over school holidays?
Thought-Full are an all year-round service, Monday to Friday, 9am to 5pm. We will be able to continue sessions regardless of school holiday’s, however these may be held virtually over these periods on a secure online platform. This will be agreed directly with you and your child.

How long will my child need to attend sessions with you for?
Our interventions are designed to be short term, so we expect that we will work with your child for up to 10 sessions. Each session is up to an hour long {this is flexible} and we will aim for these to be held over school hours.

Do I have to complete questionnaires and forms?
All practitioners will use a range of tools, which include questionnaires to help us plan together what interventions we will use and then evaluate if the strategy being used is working or not. 

How do we use them?
* Supporting discussions within sessions
* Planning goals
* Reviewing if strategies being used are effective
* Feedback used to improve the service

Referral Process 

If you decide you’d like some one-to-one support for your child from Thought-Full here are the steps you’ll need to take:

1. 1. Talk to the Senior Mental Health Lead (SMHL) in your school. At Slinfold, this is Mr Campbell and Mrs Collins. 
   2. Describe your concerns and what you would like to be different.
   3. They will collect this information send it to us in the form of a referral. 
   4. Thought-Full will look at the form and decide if they can help you. If they can’t help you, they will help your school to find out who can.
   5. If they can help, a meeting will be planned to discuss the referral and the types of support on offer.

Children's Mental Health Week - Wellbeing Visit to Leonardslee

On Monday 3rd February, we took a group of children to Leonardslee Gardens for a wellbeing visit to start our celebrations for Children's Mental Health Week. We enjoyed a walk around the gardens, including a buggy ride down to the lake. We went deer hunting in the deep park and visited the dolls house exhibition. We ended our visit with some fun in the play park before heading back to school.