Hamish & Milo Wellbeing Resources – a comprehensive range of SEL and SEMH intervention programmes, training and innovative impact dashboard.
We provide the framework, language and content for courageous conversations about mental health and emotions – helping primary-aged children to develop emotional literacy skills to feel heard and thrive in life and learning.
The complete wellbeing programme that enhances PSHE delivery consists of ten different packs on key emotional themes; friendship, resilience, anxiety, diversity, strong emotions and anger, change and transition, conflict resolution, loss and bereavement, sadness and self-esteem to support children’s emotional development.
Awards 2023 – Wellbeing Resource
Hamish & Milo is the proud winner of Wellbeing Resource or Support of the Year 2023 Education Today Awards 2023
A complete time-saving package
Everything schools need is included. Each 10-week emotion theme pack comes with all the resources from detailed session plans to impact measures and access to our Resource Hub!
Practical, reusable explicit session plans
Programme approach, advice and guidance booklet
Child wellbeing profiles for measuring impact
Parent/carer booklets to support a collaborative approach
- Affirmation wellbeing journals for reflective practice
- A range of motivational stickers and certificates
Sock puppet pet craft kits and activity card
Training and supervision options for pastoral staff
Navigator Impact Reporting Dashboard
Navigator is an innovative developmental platform that provides schools with live data to demonstrate the impact of the Hamish & Milo resources on the children in their care. Gain vital insight and reporting, assess SEL and support SEND and inclusion strategies.
Measure and demonstrate impact
We provide the tools to help you identify the presenting behaviours to help you better understand the children’s underlying needs and resources for EHCP, SEN and PEP reviews to capture post-programme impact in line with Ofsted Inspection framework.
We are proudly working on a Research Project with the Department of Psychology, University of Bath and over 95 schools and 470 practitioners to explore and exemplify the impact of our wellbeing programme on children’s wellbeing.
Empower your pastoral staff
Our resources are designed to support pastoral staff in every way. We are fully committed to supporting all trusted adults to deliver the wellbeing programmes effectively and with awareness of the complexity of children’s mental health needs.
We offer a range of training, support and supervision to equip staff – the Hamish & Milo Champions – with greater confidence to deliver the programmes effectively, and actively build trust and connection, allowing children to feel safe, valued and heard.
supported by evidence
“Emerging data shows statistically significant differences in observations about the emotional and behavioural presentation of children, pre and post intervention.”
Professor Richard Joiner, Department Of Psychology, University Of Bath
The report covers:
- The context and current climate for children’s emotional and mental wellbeing
- Whole school culture and how to ensure wellbeing is central through policy and practice
- The vital need for qualitative and targeted intervention that centres around social and emotional development and acquisition of skills for life and learning
- Emerging statistical data on the impact of the Hamish & Milo programmes
Emotion Coaching
Sensation & Emotion Cards
Helping children to recognise, communicate and express their feelings by developing their emotional awareness and vocabulary. Our unique emotion cards consist of 60 different emotions, guidance on emotion coaching and 20 therapeutic activities.
The latest from our blog
Blog latest
This years theme is 'My Voice Matters'. Helping children talk and express their feelings about what is happening in their lives share experiences, develop empathy and friendships in a small group environment of safety, value and belonging is central to our whole approach.
Nominate your local school, who you think would truly benefit from the Hamish & Milo intervention programme, as we are gifting over £1,335 worth of wellbeing resources!
In education it is often said that what gets assessed gets addressed and whilst we know measuring social and emotional learning (SEL) and SEMH can be tricky we believe that evaluating the impact of interventions is vital.
This years theme is 'My Voice Matters'. Helping children talk and express their feelings about what is happening in their lives share experiences, develop empathy and friendships in a small group environment of safety, value and belonging is central to our whole approach.
Nominate your local school, who you think would truly benefit from the Hamish & Milo intervention programme, as we are gifting over £1,335 worth of wellbeing resources!
In education it is often said that what gets assessed gets addressed and whilst we know measuring social and emotional learning (SEL) and SEMH can be tricky we believe that evaluating the impact of interventions is vital.
We are thrilled to be recognised by IFIP, the International Forum of Inclusion Practitioners with an IFIP Global Inclusion Award announced at UNESCO HQ this week for the work we're doing.
We are extremely proud to announce that Hamish & Milo Wellbeing intervention resources have been shortlisted for the Wellbeing Award at the ERAs 2024 alongside such well-renowned and established organisations.
This years theme is 'My Voice Matters'. Helping children talk and express their feelings about what is happening in their lives share experiences, develop empathy and friendships in a small group environment of safety, value and belonging is central to our whole approach.
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"It is nice that there is a script, we are all very busy so it is good to be able to use the pack and it is very flexible.”
Dawn Chant, ELSA, William Barnes Primary School, North Dorset
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“The Wellbeing profiles give me the key information and have helped me to watch, observe and notice how the young people are. It’s been really helpful. The protective factors too have helped to identify the strengths and helps to recognise next steps - so handy to have.”
Mel Singleton, Mountjoy School, Dorset
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"One boy surprised me as he gets angry a lot in the playground. He is starting to understand what your emotions do to you. One day he couldn’t tell me what had happened but he handed me a folded note which said how he had started to get angry and could recognise it. He was able to acknowledge what had happened for him.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
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“All the parents have received the leaflets and are completely on board. Before we start the programme we hand the parents the leaflet and ask them to have a read. It’s all there and then I make it the parent's decision if they want us to go ahead with the intervention. They go away and read it and they have all come back and said “Yes, let’s do it! It is just what’s needed.”
Mel Singleton, Mountjoy School, Dorset
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“The sock puppets come out every week. Though they might not want to but they love them. One boy made the puppet look just like him with pipe cleaner glasses and one of the girls gave her puppet plaited hair. They have really enjoyed using them - I was surprised.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
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“We have been using the Amazing me, self-esteem programme. It has gone really well. The children love their sock puppets and the journals.”
Natalie Green, Byron Academy, Gillingham, Kent
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“We have one boy who English isn’t his first language and he struggles to be understood. When he uses his sock puppet everyone can understand him better! This has identified to me that he really feels misunderstood a lot of the time and the importance of feeling heard.”
Michelle Haynes, Luton Primary School, Kent
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"The biggest highlight for me is how quickly a particular child has got involved and how much he engages in conversations. It is so rewarding to see him engage. He is more relaxed, happier and he seems less like a rabbit in the headlights.”
Dawn Chant, ELSA, William Barnes Primary School, North Dorset
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"We have been using Exploding me with a group of boys. They loved the rocket session and we did it over two weeks. One of the boys linked what had happened to him in the playground with what had happened in the book we had read; ‘Andrew’s angry words.’ It really helped him to reflect and talk about what had happened for him.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
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“The whole programme is exactly what’s needed for children’s wellbeing. It works out as just pence per child.”
Sandra Scott, Damers First School, Dorset
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“We have one looked after child (LAC) who is having a really hard time at the moment. He often comes in to see his puppet, even on days when we don’t have the group. Yesterday he came in and he wouldn’t talk to us, but he sat in his safe space and told his puppet. The eye contact between him and the sock puppet is amazing as he doesn’t usually give eye contact.”
Natalie Green, Byron Academy, Gillingham, Kent
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“I much prefer this to what I was doing before but you do need to be organised and read the cards beforehand and make sure you have the resources ready, but it is all there for you on the card.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
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"This has been the hardest to run as the two boys are really sad... They have been able to talk about how it is OK to cry. One of them said: "Well if you cry in the playground, people tease you but they do now acknowledge that they have sad feelings and it is hard but OK to cry.”
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
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"The activity using mirrors really highlighted why they are here. Two of the girls wouldn’t look in the mirrors but it became the talking point about why they are in the group."
Lisa Clark, ELSA, Wyke Regis Federation, Weymouth
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"The children really talk to each other and give each other advice.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
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"... Lots of safeguarding things have come out and we would never have found out without these sessions.”
Amy Warren, The Forest Academy, Redbridge
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"Since joining the group, he has been able to handle his emotions more. He will come and talk to me and will use all the strategies for getting his feelings out and calming down. One day in the classroom he wasn’t allowed to do bench ball. Usually, he would be angry but he just stood and listened and the way he handled it was amazing. It has been really good that he can recognise his feelings."
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
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“When you look and look for a SEMH resource, and then this one comes along, and when I saw it and the contents I was like ‘When can I start it?’ It’s just brilliant!”
Mel Singleton, Mountjoy School, Dorset
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“They weren’t too sure to start with about the sock puppets but now they love them, they are brilliant. We’ve got Mr Socks, Mr Cheese and Sock dragon.”
Mel Singleton, Mountjoy School, Dorset
Any questions? Talk to a consultant
The story behind Hamish & Milo
therapeutic pets providing support
Hamish & Milo was founded by Clare Williams (a primary teacher, educational psychotherapist, advisor and trainer) and Anne Waddicor (a corporate designer and communications expert). Friends and neighbours for over 20 years, with their children born a day apart, they have shared many years of life experiences and adventures with their children. They often discussed how to help their children but also how greater support is needed for so many children who have difficulties with their mental health, emotional development and wellbeing.
Clare and Anne began talking about developing a wellbeing resource, combining Anne’s commercial creativity with Clare’s ideas for an emotional development approach. As they were so aware of the way their pets offered comfort and unconditional care, particularly when life felt confusing or overwhelming, their recognition of the power of pets became the centre of their work together.
So Hamish & Milo was created! Social and emotional literacy resources for primary-aged children to help them feel listened to, special, valued and cared for.
