Gary has made great progress in managing his emotions. He is calming down more quickly when upset, and he is often able to regulate himself independently. He has made good progress with team working skills, and he has shown development with conflict resolution and cooperation. Gary has made progress with his communication skills, and he will now ask questions and seek clarification, rather than becoming frustrated or giving up.

Amy can now process her emotions, recognise them, vocalise her feelings and manage changes in routine. Her communication skills have improved significantly since beginning EAL. Her time communicating with Libby has resulted in clearer communication in the classroom with her peers, the classroom assistant, and the teacher.

Mark looks forward to EAL each week. He now follows instructions consistently, and he is
becoming more independent.

Working with Teddy helps me to talk to people.

Working with Libby helps me to listen and feel calm.

Working with Libby helps me to listen and learn new things.

Being with Libby helps me to work with my friends.

When I am in the classroom, I feel happy and worried. When I am with Libby, I feel happy.’

When I am in the classroom, I feel angry. When I am with Libby, I feel happy.