Tout Hill, Wincanton, Somerset, BA9 9DH
01963 32660


Emotional Literacy Support



Hello and 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.


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.

 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
  • therapeutic activities such as mindfulness or arts and craft. 
  • tailored programmes of work

ELSA sessions take place in our very own ELSA room, ‘The Nest’ 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
  • Anxiety

How does ELSA work?

Children are referred for ELSA support by their class teacher. Regular review meetings with the Head Teacher, Mrs Danuta Girton take place to discuss the referral forms and to identify 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 has regular supervision sessions with our ELSA, and is able to offer advice on suitability or nature of ELSA involvement in complex cases. In these cases, school supports parents with referrals for specialist counselling, play therapy or to CAMHS.

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:  


I have been learning about recognising how my emotions affect my behaviour and that it helps to talk about how I am feeling.

I really love coming to ELSA.

I learnt how to control my anger and stress and how to change a negative emotion into a more positive one.

In ELSA I have learnt how to recognise my strengths and talents.


My personal targets

I will use the things I’ve learnt in ELSA for my day to day life.

To practise listening better in class.

To be confident in my friendships and to help out more when I can.