
We value your opinion, please leave us a review
Thank you for being part of the Hamish & Milo Community, please share your views.
If you could spare a few moments, we would greatly appreciate it if you could review our resources. All feedback is invaluable and will not only help us improve our products and services, it will also assist other schools in making informed decisions when considering Hamish & Milo for their settings.
For transparency please leave your review on your chosen independent platform – thank you!
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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 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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“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
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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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"We've been able to respond quickly to need and have an intervention in place. The parents are thrilled and the teachers are thrilled because we've got the programmes and know what to do!"
Verity Katuszka, TA at West Town Lane Academy, Bristol
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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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"The children really talk to each other and give each other advice.”
Sarah Johnson, ELSA, Radipole Primary School, Weymouth
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"By the end of the year, every child that has been referred in will have an intervention, so it is amazing to have programmes ready that will help us respond to need"
Verity Katuszka, TA at West Town Lane Academy, Bristol
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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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"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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"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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"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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"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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“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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“It has really empowered our ELSAs, just giving them another level to enhance the great work they already do. It is the structure and the content that makes the difference and they can then use their own experience to develop it for our children.”
Laura Dominey, Deputy Head at Lytchett Matravers Primary, 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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“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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“I feel much more confident now! I absolutely love it. I’m on a real high running my Hamish & Milo groups!”
Jo Borowy, Barley Lane Primary, Redbridge
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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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“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 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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"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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“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