Hello my name is Mrs Sidat and I am the school Emotional Literacy Support Assistant (ELSA). I am a huge Harry Potter fan and one of my favourite experiences was visiting Harry Potter World. It truly felt like stepping into the magical world I love. I’ve always had a special connection with animals; over the years, I’ve cared for a guinea pig, two turtles, and a beautiful white rabbit. But now I just have outdoor fish, as they bring a different kind of calm to my life. I also have a passion for exploring and travelling, especially historical places. One of my most adventurous moments was visiting the Valley of the Kings, which was an unforgettable journey into ancient Egypt’s mysteries.
ELSA and the sessions To become an ELSA, Mrs Sidat has undergone further training by Educational Psychologists and regularly attend supervision sessions to develop her skills and knowledge. This enables her to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs. In the ELSA sessions, we aim to provide support for a wide range of emotional needs:
Recognising emotions
Anxiety
Self-esteem
Social skills
Friendship skills
Anger management
Loss and bereavement
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. ELSA work will be delivered either on an individual basis, or in small groups that focus on certain areas such as social and friendship skills. Sessions are fun, lasting 20-30 minutes - using 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 Wellbeing area called ‘The Nurture Room’ 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, Senior Leaders or SENDCo. The referral forms are then discussed to identify and prioritise which children require a weekly programme for the next 6-12 weeks. With the programme aims in mind we plan support sessions to support the pupil to develop new skills and coping strategies that allow them to manage social and emotional demands more effectively. Supporting - Not Fixing It is important to remember ELSAs are not there to fix children's problems. What we can do is provide a safe space and 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. Nurture Room Provision During Playtime and Lunchtime The nurture room provision during playtime and lunchtime supports children who find unstructured times challenging. It provides a safe, calming space where they can regulate emotions, develop social skills, and build confidence. Our ELSA creates a structured yet flexible environment with activities like creative arts, collaborative games, and quiet reflection to foster self-expression and belonging. Through observation, communication, and reflection, we ensures the space remains effective. The nurture room offers stability and support; helping children engage more confidently with peers and school life, and our team takes pride in contributing to their emotional well-being and success.
Anti-Bullying Resource Preparation
In our commitment to fostering safe and respectful environments, we have created and implemented anti-bullying resources to empower students and staff. These resources emphasise empathy, inclusivity, and conflict resolution, helping to build a school culture where diversity is celebrated, and everyone feels safe. We work alongside Anti-bullying ambassadors from Madani secondary school to reinforce the values of social skills.
Organising Mental Health Week
Planning and leading Mental Health Week has been a rewarding experience in raising awareness and promoting mental well-being across the school community. By leading an assembly on mental health, our ELSA aimed to equip students and staff with tools to support their mental health and reduce stigma. Collaborating with colleagues, she ensured the week was inclusive, engaging, and impactful, leaving a lasting impression on the school community.
SEND Nurture Group Planning and Setup Our SEND nurture group takes place every Tuesday and Thursday, providing a safe and supportive space for children with additional needs to build their social skills, emotional awareness, and confidence. Our ELSA takes the lead in planning and setting up these sessions; ensuring activities are carefully tailored to each child’s needs while maintaining a consistent and reassuring environment. We also organise trips to places like Fun Valley, local parks, and SEND-friendly venues, giving children opportunities to practice their social skills in real-world settings. The children love these sessions and always look forward to attending!
Restorative Champions We have successfully allocated Year 5 children to support their peers in the playground, empowering them to act as role models and mediators. This initiative not only fosters a sense of responsibility and leadership among Year 5 students but also creates a more harmonious and inclusive playground environment. By training and supporting these young restorative champions, our ELSA has contributed to a culture of empathy and mutual respect in our playgrounds and beyond!
