Pastoral Support

ELSA (Emotional Literacy Support)

Support Lead: Mrs Anderson

Key Information

An ELSA (Emotional Literacy Support Assistant) provides structured, goal-focused intervention for children who need support with their emotional wellbeing. ELSA work is planned, structured, and reviewed, with clear progress measured at the end of the intervention. Children may be referred for ELSA support if they are experiencing anxiety, difficulties with emotional regulation, social withdrawal, bereavement or loss, changes at home, challenges with relationships, or difficulties coping with change. ELSA sessions typically last one hour and take place weekly. Programmes often run for around six weeks, but may be shorter or longer depending on the child’s needs and the progress they make.

TALA (Therapeutic Active Listening Support)

Support Lead: Mrs Anderson

TALA (Therapeutic Learning Assistant) support is a fully child-led, unstructured approach that focuses on listening, validating, and providing a calm, safe space for children to express their thoughts and feelings. Unlike ELSA, TALA has no set goals, targets, or measurable outcomes, and sessions do not involve giving advice, solutions, or strategies. Instead, the practitioner uses therapeutic listening skills to support the child at their own pace. Sessions last at least 30 minutes and continue for as long as needed for trust and rapport to develop, with the TALA deciding when support can appropriately end. TALA may be offered to children who have experienced difficult or traumatic events, have multiple adverse childhood experiences, struggle with strong emotions, lack trusted adults to talk to, find it hard to form relationships with peers, or have pastoral needs that would benefit from a supportive, validating listener.

Mentoring

Support Lead: Miss Carne, Mrs Anderson, Miss Lewis, Miss Doughty and Miss Powell

Mentoring provides children with a supportive adult who they can check in with when needed, offering a consistent and trusted point of contact within school. Unlike structured interventions, mentoring is flexible and takes place as and when the child requires support, rather than following a set programme. The focus is on building a positive, safe relationship where the child feels heard, encouraged, and emotionally supported. Mentoring can help children who may need reassurance, guidance, or a regular opportunity to talk through worries or everyday challenges in a calm and trusted space.

Lego Therapy Group

Support Lead: Miss Powell

LEGO-Based Therapy is a structured, child-centred, and collaborative intervention that uses LEGO activities to develop social and communication skills, particularly for children who experience social challenges. Working in small groups of three alongside an adult facilitator, children take on specific roles—such as Engineer, Supplier, and Builder—to work together and follow model instructions. Through this cooperative process, children practise key skills including verbal and non-verbal communication, joint attention, problem-solving, sharing, turn-taking, and emotional regulation, all within a fun and engaging environment.

Play Therapy

Support Lead: External Therapist

Play Therapy in a school setting is a therapeutic approach that uses play to help children express their feelings, explore experiences, and develop healthy coping skills in a safe, supportive environment. It enables children to communicate through play rather than words, helping them process emotions, reduce anxiety, and strengthen their social and emotional wellbeing. Delivered by a trained practitioner, Jane, play therapy can be especially beneficial for children who have experienced trauma, struggle with behaviour or relationships, or find it difficult to express themselves verbally. The aim is to help children feel more settled, secure, and ready to learn in school.

Therapy Dog

Support Lead: External Therapist

Therapy dogs in schools offer valuable social and emotional benefits for children, helping to boost confidence, reduce anxiety, and improve social interaction. As calm, non-judgemental companions, they encourage empathy, responsibility, and emotional regulation, while contributing to a positive and inclusive school environment. Our current therapy dog is Charly, who attends school with her owner, Helen.