Please note: This website is best viewed in a modern browser like Chrome, Edge or Firefox. We no longer support Internet Explorer 11.

Primary School Workshops and Groups

Primary School Workshops and Groups

Each primary school is entitled to 12 face-to-face sessions per academic year. We ask that 6 sessions be completed before the February half-term and 6 sessions after the February half-term (if possible).

Tower Hamlets skyline art

For example:

School A may choose emotion explorers  (6 sessions) for 2 different classes/year groups = a total of 12 sessions. School B may choose emotion explorers (6 sessions) for one class, managing anxiety for a small group of children (1 session), building confidence and managing anxiety in your children for parents (1 session), transition workshop for year 6 children (1 session), transition workshop for parents (1 session) = total 12 sessions. 

All groups and workshops need to be requested at least 2 weeks ahead of the intended workshop date. Bespoke workshops can be requested but require at least 1-month notice. For groups and workshops for children, parent consent is required, via letters sent home. Referral forms are not required. School links can discuss with their THEWS senior if they would prefer to use their 1:1 capacity for extra groups/workshops instead of 1:1 work.

Girl in classroom with her hand raised.
  • Emotion explorers (years 3 to 6) – 6 sessions, whole class

Teaching children how to understand and identify emotions and develop different strategies to manage them.

  • Emotion explorers (years 1 to 2) – 6 sessions, whole class

Teaching children how to understand and identify emotions and develop different strategies to manage them.

  • Targeted/small group emotion explorers (years 3 to 6) – 6 sessions 

For up to 8 children who would struggle to manage the whole class option. 

  • Understanding anxiety (years 3 to 6, small group) – single or double session options 

Single or double small group sessions for up to 8 children experiencing anxiety. Children will learn about what anxiety is and learn a range of strategies to manage their anxiety.

  • Keeping it cool (years 3-6, small group) – single or double session options 

Single or double small group sessions for up to 8 children experiencing difficulties managing emotions, including frustration/anger. Teach children how to understand and identify emotions, how they present, and develop different strategies to manage them. 

  • Friendship foundations (years 3-4, whole class) – single or double session options

Building healthy bonds and boundaries (session 1) and dealing with conflict and knotty situations (session 2).

  • Transition to secondary school (year 6 – whole class or targeted small group) - single session

Supporting children in year 6 with the transition to secondary school. 

  • Building confidence and managing anxiety in your child 
  • Supporting your child’s wellbeing
  • Transitions: how you can help your child succeed with change (parents of year 6 children) 
  • Parent wellbeing 
  • Positive parenting (managing behaviour difficulties) 
  • Supporting your child with emotion regulation
  • Supporting your child with sleep problems 
  • Improving access to support in diverse communities

This is an additional offer from the THEWS partner service, Step Forward. This is not included in the workshop/group quota of 12 face to face sessions. Open to all staff. Sessions are confidential and can be used to explore anything negatively impacting on wellbeing (does not need to be work-related). Sessions are offered remotely (via Zoom) on weekdays both during and after the school day. 

Bookings are made on a first requested / first filled basis and availability is updating all the time. Staff can self-refer by contacting Andrew@step-forward.org  

  • An introduction to identifying and supporting mental health needs and opening up conversations. 
  • An introduction to understanding and supporting young people with neurodevelopmental conditions and learning difficulties. 
  • An introduction to trauma-informed practice.
  • An introduction to emotion regulation in primary-aged children.