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Welcome to our Mental Health and Well Being page. Here you will find information and support relating to supporting our healthy minds.
At times, children and adults may need extra help to support their mental health and well-being. This page offers advice, guidance and an overview of the support available at Norbury Hall. Should you want to talk about a SEND need or concern: The first person to contact is your child’s class teacher. Your next point of contact is Julie Rice, Inclusion Lead. Appointments can be made via phone call 0161 483 1786 or email: [email protected] |
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Emotional Literacy
Support Assistant
The ELSA (Emotional Literacy Support Assistant) intervention is lead by trained teaching assistants to develop and deliver individualised support programmes to meet the emotional needs of learners. It recognises that children learn better and are happier in school if their emotional needs are also addressed. The intervention is supervised by Educational Psychologists supporting the delivery on a half termly basis.
ELSA trained staff cover a range of areas to support the emotional needs of learners including social skills, emotions, bereavement, social stories and therapeutic stories, anger management, self-esteem and counselling skills such as solution focus and friendship. It supports learners to make the link between feelings, thoughts and behaviours.
The programme of support is delivered weekly at the same time for at least half a term in some cases this can be longer.
The sessions use a range of lively and interesting resources including games and puppets. Encouraging learners to talk is a key role of the ELSA. In school we have a dedicated room for ELSA support.
At the beginning of the programme a short assessment takes place and this is revisited after a term of working on the activities. The assessment is just a tool to show individual progress rather than a measure relating to age related expectations.
ELSA trained staff cover a range of areas to support the emotional needs of learners including social skills, emotions, bereavement, social stories and therapeutic stories, anger management, self-esteem and counselling skills such as solution focus and friendship. It supports learners to make the link between feelings, thoughts and behaviours.
The programme of support is delivered weekly at the same time for at least half a term in some cases this can be longer.
The sessions use a range of lively and interesting resources including games and puppets. Encouraging learners to talk is a key role of the ELSA. In school we have a dedicated room for ELSA support.
At the beginning of the programme a short assessment takes place and this is revisited after a term of working on the activities. The assessment is just a tool to show individual progress rather than a measure relating to age related expectations.
Elaine RobertsonSocial Emotional Mental Health Support
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Jenny
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Juliette
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Kath
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Carryl
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Be Me Room
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Be You Room
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The Be Me and the Be You rooms purpose spaces where our learners are able to access interventions such as Play Therapy and ELSA sessions. They have been designed to provide learners a safe, relaxed and quiet space where they can access different play materials to support their emotional well-being.
Our rooms have sensory equipment, reading materials and crafting materials. They have displays to promote understanding of emotions and some inspirational, motivating quotes.
Our rooms have sensory equipment, reading materials and crafting materials. They have displays to promote understanding of emotions and some inspirational, motivating quotes.
Forest School
Forest School is a child-centred inspirational teaming process, that offers opportunities for holistic growth through regular sessions. It is a long term program that supports play, exploration and supports risk taking It develops confidence and self esteem through learner inspired, hands on experiences in a natural setting.
The six principles of Forest School are:
• Forest School is a long term process of regular sessions, rather than one off or infrequent visits, the cycle of planning, observation, adaptation and review links each session.
• Forest School takes place in a woodland or natural environment to support the development of a lifelong relationship between the learner and the natural worldForest School uses a range of learner centred processes to create a community for being, development and learning.
• Forest School aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners.
• Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
• Forest School is run by qualified Forest School practitioners, who continuously maintain and develop their professional practice.
At the beginning and end of the Forest School sessions a short questionnaire is completed. The assessment is just a tool to show individual progress rather than a measure relating to age related expectations.
The six principles of Forest School are:
• Forest School is a long term process of regular sessions, rather than one off or infrequent visits, the cycle of planning, observation, adaptation and review links each session.
• Forest School takes place in a woodland or natural environment to support the development of a lifelong relationship between the learner and the natural worldForest School uses a range of learner centred processes to create a community for being, development and learning.
• Forest School aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners.
• Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
• Forest School is run by qualified Forest School practitioners, who continuously maintain and develop their professional practice.
At the beginning and end of the Forest School sessions a short questionnaire is completed. The assessment is just a tool to show individual progress rather than a measure relating to age related expectations.
Lego Based Therapy
Lego Based Therapy
Lego Based Therapy is a social development programme which is an evidence based approach that airs to develop social communication difficulties. Young people work together to build Lego models and through this have the opportunity to develop social skills such as:
What happens in Lego Based Therapy session?
Lego Based Therapy sessions are really flexible. The main aim is to encourage children to collaborate with each other. Initially, children can be assigned different roles to build a kit following the instructions. Whilst everyone can see the picture, each child has a different job to do:
The Engineer: describes the instructions
The Supplier: finds the pieces
The Builder: puts the pieces together
Children have to talk to each other and interact to get the model built. The children may take turns to do the different jobs,
so everyone gets a turn within the model. Moving on children can design and build their own creations together.
("Freestyle" buildings)
Intended Outcomes from Lego Based Therapy...
- turn taking
- collaboration
- social communication. Following rules Using names
- Problem solving
- Resilience
- Perseverance
What happens in Lego Based Therapy session?
Lego Based Therapy sessions are really flexible. The main aim is to encourage children to collaborate with each other. Initially, children can be assigned different roles to build a kit following the instructions. Whilst everyone can see the picture, each child has a different job to do:
The Engineer: describes the instructions
The Supplier: finds the pieces
The Builder: puts the pieces together
Children have to talk to each other and interact to get the model built. The children may take turns to do the different jobs,
so everyone gets a turn within the model. Moving on children can design and build their own creations together.
("Freestyle" buildings)
Intended Outcomes from Lego Based Therapy...
- Development of listening skills, turn taking, joint attention, resilience, patience perseverance and problem solving.
- Greater awareness of social expectations
- Increase in the development of language
- Develop a team approach to problem solving, using mainly the strategy of tum-taking
- Increase in self esteem, self-awareness and confidence
- An increased awareness of feelings of others
- Improvements in the flexibility of language used
