A Day in the life of a PSW

By Sabeha Begum and Allisha Weekes-Depass

Working as Pastoral Support Workers (PSW) means that no two days are ever the same. Our role is all about ensuring that students feel supported, behaviour across the school is managed consistently, and the day runs as smoothly as possible for everyone.

A typical morning begins with patrols around the school site - checking in with students, making sure everyone is where they need to be, and setting a positive tone for the day ahead. This visible presence helps to prevent issues before they arise, while also showing students that there are adults available who care and are ready to listen.

Throughout the day, we are called upon in many different ways. Sometimes it's supporting a student who is struggling in class and other times it's mediating friendship challenges, or ensuring that behaviour expectations are followed. We work closely with teachers, leaders and other members of staff to keep things running smoothly and to make sure students get the help they need at the right time - whether it's encouraging students to make positive choices, providing a listening ear or helping them reflect after a difficult moment, our aim is to always help them feel supported and capable of moving forward.

Working as a team, we make sure we are present across the school, ready to step in where needed. It's a role that requires patience, consistency and resilience - but above all, it's rewarding. Every day, we see the difference that pastoral support is making in creating a safe, calm and positive learning environment.

No two days are ever the same, but everyday is about ensuring students know they are supported, understood and valued.

The role of the PSWs is summed up below by a student's testimony:

“I think the PSWs are really useful for comfort, some people can’t build up the courage to talk to a counsellor, but if you have a bond with a PSW, you can talk to them, it really helps to set goals, when they’re not here you can tell. They support you, you feel it. Teachers are sometimes too busy”

- Year 10 student

Supporting Pupils Through ELSA: A Teacher’s Guide

By Celia Lazaro and Nsia Sealey-Griffiths

We’re all aware that for pupils to thrive academically, their emotional needs must also be supported. This is where ELSA (Emotional Literacy Support Assistant) intervention comes in.

What is ELSA?

ELSA is a school-based programme designed to help children and young people better understand and manage their emotions. Through short-term, targeted interventions, pupils gain coping strategies that they can carry forward into their daily lives. The focus is simple but powerful: when emotional needs are met, children are more ready to learn.

The Key Aims of ELSA

• Boost emotional literacy – helping pupils recognise, label, and talk about their feelings.
  
  

• Develop self-esteem and confidence – encouraging them to see their strengths.
  
  

• Improve social and friendship skills – strengthening peer relationships.
  
  

• Support emotional regulation – managing difficult emotions such as anger, anxiety, or frustration.
  
  

• Guide pupils through change – providing tools to cope with loss, transition, or upheaval.

Why it works

The success of ELSA is best seen in the stories of our pupils:

• Bob – disengaged from learning, but after six weeks of ELSA sessions, he was actively participating in lessons.
  
  

• Kola – once in daily altercations, now able to manage her anger and avoid fights.
  
  

Teachers who have trained as ELSAs describe how the programme shifts perspectives:

“ELSA changed the way I view behaviour… together we found ways for a pupil to signal when he was overwhelmed, rather than storming out of class.” – Nsia

“The training reminded me that small steps matter… a withdrawn girl gradually found her voice and ended up sharing ideas in class.” – Celia

How Pupils Get Referred

Children may be referred for ELSA support when they experience ongoing emotional, social, or behavioural challenges that create a barrier to learning or wellbeing. Examples include:

• Persistent low self-esteem or lack of confidence

• Difficulty regulating emotions (anger, anxiety, sadness)

• Struggles with friendships, relationships, or social skills

• Experiences of loss, change, or trauma

• Worries affecting attendance, focus, or behaviour

• Repeated conflict with peers or adults

The process itself is simple:

1. Initial concern raised – Class teacher, parent/carer, or other staff member identifies a need.

2. Discussion with SENDCo – Concerns are shared and suitability for ELSA is considered.

3. Completion of SEND Referral Form – Detailing the child’s needs, strengths, and desired outcomes.

4. Review and allocation – The SENDCo prioritises referrals and matches the child with an ELSA.

5. Parental consent – Parents/carers are informed and permission is obtained.

Why You Should Care

By tackling emotional barriers to learning, ELSA helps pupils become more resilient, more confident, and more engaged in the classroom.

Because when children feel supported, they learn better.

Come and chat to the SEND team if you’d like to know more!