PRA-Holme Valley Primary School-DN16 3SL-07/Nov/2024

You could use parent feedback, surveys, case studies from the inclusion team, examples of childrens’ work, pre- and post-assessments etc to evidence the impact of the inclusion teams’ work with families and your focus on encouraging children to be persistent etc.

Include feedback from children and/or staff about the impact of emotion coaching. Case studies could also be useful here. Do you have feedback from the assembly sessions with outside speakers which show how they have increased self-confidence, broadened children’s horizons etc?

You could include pre- and post-assessments from the online safety work. How do you know that children understand how to keep safe online? You could survey groups from different year groups, record focus group discussions etc. Maybe there are examples of their work that show their understanding.

Do you have staff feedback from the emotion coaching training that demonstrates an increase in their confidence? Think about collecting case studies from the pastoral team. Behaviour records or similar showing reductions in incidents, a reduction in records or emotional wellbeing concerns etc would also be relevant.

How did the children respond to the visits from the local bank? Staff reports, examples of their work, pre- and post-assessments could be used to show the impact of these. What about the younger children – what do they understand about budgeting etc and how do you know this?

Collect pupil and staff feedback on the residential demonstrating how this helped to improve their resilience. For example – how do you know they bonded as a year groups – what incidents or other examples demonstrate this? You may have feedback/observations from other trips as well. Perhaps include a case study of a reluctant child who was supported to attend and the impact this had on them.

How do how children rate themselves in terms of progress, resilience etc? You could include teacher reflections on the impact of rewarding effort and progress on groups pf pupils. Include feedback from learning walks demonstrating the positive atmosphere in classrooms. ‘Catch’ children persevering and record examples.

Consider case studies from the pastoral team focusing on friendship or relationship issues, pre- and post-assessments from relevant PSHE sessions, parent or pupil interviews or excerpts from safeguarding records.