You have shared some excellent examples of provision and it would be good to see the impact that these have had on pupils resilience – for example, you could use examples of behaviour monitoring to show the impact of the new behaviour policy. Also – uptake of extracurricular clubs (to show how girls and boys are embracing non-stereotypical choices), parent interviews, case studies (perhaps of the girls who were encouraged to join STEM club). Survey groups of students about strategies they use to support their wellbeing, that help them to learn and meet challenges etc.

Survey groups of students about their awareness of how to identify misinformation or scams online. Interview Y6 pupils about the work on body image etc. You could include quizzes at the end of key sets of lessons and collate feedback from these (you could also use something like the Childnet quiz - https://www.childnet.com/young-people/4-11-year-olds/smart-rules-quiz/ - to collect baseline info and repeat it occasionally to measure children’s developing awareness of the general principles of staying safe online.

To evidence the impact of your work to develop resilience you could include feedback on behaviour of groups of students both from teachers and other staff such as LSAs, lunchtime supervisors etc. Collate relevant CPOMs and behaviour records reports.

Safeguarding records, observations of PSHE discussions, pupil reflections on their learning (from assessments or focus groups) could be useful here. Case studies/staff reports on how children are manging disagreements. You could annotate the governor report to show how you responded to identified areas for development. E.g. describe how you have developed work on protected characteristics. This is only covered in PSHE in the summer so how have you ensured that relevant material is included in the curriculum for the whole year and its effectiveness measured? Assess the impact of work on identity and self-image to ensure that pupils understand how to challenge stereotypes and discrimination.

Resilience is firmly rooted within Woodhey High School’s culture of respect and excellence. The Woodhey Pledge, enrichment programme and structured personal development curriculum ensure pupils experience challenge across careers, leadership, culture and community. The Behaviour for Learning policy reinforces high expectations alongside restorative approaches. Impact is seen in broadened leadership roles, increased participation in extracurricular and cultural experiences and improved confidence and adaptability. Parent workshops and Parents in Partnership events have strengthened home–school alignment.

Resilient language is consistently modelled through assemblies, PSHE, student leadership structures and ambassador roles. Staff training, motivational speakers and leadership development have strengthened a shared vocabulary of perseverance, reflection and ambition. Impact includes stronger student voice, increased engagement in leadership roles and improved confidence across cohorts. Feedback from pupils previously indicated they lacked strategies to manage setbacks. Teaching the science behind resilience has improved staff knowledge and confidence, which in turn has strengthened pupils’ independence and self-belief.

Digital resilience is well embedded through 1:1 iPads, safeguarding systems, online safety curriculum content and Digital Ambassadors. Clear reporting systems and peer-led initiatives reinforce safe practice. Impact includes improved pupil confidence in managing online risk, greater awareness of digital footprints and increased reporting of concerns. Assemblies and PSHE ensure consistent messaging, while peer ambassadors strengthen pupil-to-pupil support.

Hello Yellow initiatives and a comprehensive pastoral structure including MHST and counsellors. The Reflection Room and restorative approaches offer structured regulation support.

Impact is evidenced through improved access to support, reduced escalation, stronger peer networks and greater pupil confidence in managing emotions. Staff training in recognising early signs of need has strengthened early intervention. The trial of My Happy Mind will further embed evidence-informed practice, with behaviour and attendance data analysed to measure impact over time.

Financial resilience is delivered through PSHE, careers education and real-life enterprise opportunities. Pupils learn budgeting, fraud prevention and informed decision-making, supported by employer engagement and practical experiences such as charity events. Impact includes progressive skill development and pupils confidently articulating financial knowledge during student voice opportunities. Planned enterprise drop-down days will deepen applied learning and confidence in managing money responsibly.

The Woodhey Pledge and target-setting framework ensure structured challenge for every pupil. Residentials, DofE, leadership roles and community projects extend learning beyond the classroom. Impact data shows increased participation in enrichment activities and improved pupil resilience, independence and teamwork. Pupils report greater willingness to embrace new experiences. Tracking systems now allow more precise monitoring and targeted support.

Growth mindset is reinforced through recognition systems, restorative conversations and consistent “not yet” language. Parent engagement has strengthened shared understanding of effort and progress. PSHE and themed days promote empathy and outward-facing attitudes. Impact includes increased recognition awards, reflective behaviour conversations and improved pupil confidence. Embedding resilience science into staff development has strengthened teacher understanding, resulting in more consistent modelling and stronger pupil outcomes.

The Respect curriculum and PSHE/RSE provision explicitly teach empathy, respectful language and self-worth. Restorative practice and anti-discrimination strategies are embedded in policy. Impact is evident in reduced repeat sanctions, fewer incidents of derogatory language, and survey data showing that pupils feel safer and more respected. Curriculum projects demonstrate improved awareness of equality and empathy. Pupil leadership opportunities and feedback further reinforce responsibility and positive relationships.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Online safety is progressively sequenced across Computing, PSHE and RSE. The “Be a Brigid’s Digital Citizen” Code, specialist input from CLC and NSPCC, and parent workshops have strengthened pupil understanding of privacy, cyberbullying and safe online relationships. Pupils articulate risks confidently and parents report increased confidence, evidencing improved digital responsibility and shared safeguarding messages.

The LFC Foundation Social Enterprise Programme developed financial literacy, budgeting skills and real-world problem solving. Pupils created business plans, managed budgets and pitched ideas, strengthening numeracy and critical thinking. Children’s University participation further promotes aspiration and academic gains. These initiatives have built economic awareness, responsibility and confidence in decision-making.

Residential visits provide structured opportunities for teamwork, independence and risk-taking. Evidence highlights improved confidence, engagement and readiness for secondary transition. Participation in Children’s University and enrichment programmes broadens aspiration and resilience. These experiences are strategically subsidised to ensure equity, strengthening inclusion and widening opportunity.

Growth mindset principles are embedded through PSHE curriculum planning, daily reinforcement and celebration systems. ClassDojo is used to reward persistence and improvement, increasing engagement and reducing minor disruptions. Pupils are demonstrating greater confidence in tackling challenges and view mistakes as learning opportunities, reflecting a sustained cultural shift towards effort-based learning.

Resilience is embedded across St Andrew’s through its reviewed personal development programme, Dimensions 3D PSHE and Rising Stars Character Education. Assemblies, celebration services and curriculum planning reinforce perseverance and self-belief. RISE data shows measurable impact, with key resilience indicators rising across the year, demonstrating that resilience is not an isolated initiative but a lived whole-school culture.

Targeted staff training has significantly strengthened consistent use of resilience language. Observations show references to growth mindset rising from 40% of lessons in Autumn to 88% in Summer. Pupils’ confidence scores increased from 73% to 85% in RISE surveys, evidencing that shared language around effort, mistakes and perseverance is embedded and positively influencing attitudes to learning.

Digital resilience is addressed through structured discussion, debate and pupil voice initiatives such as Votes for Schools. Pupils learn to manage differing opinions respectfully and respond thoughtfully to challenge. Survey data shows improved emotional regulation and respectful dialogue, with ratings increasing across all measures between October 2024 and July 2025, demonstrating stronger critical thinking and responsible engagement.

The school provides explicit teaching of resilience tools through PSHE, Character Education and themed assemblies. RISE data evidence strong gains in emotional indicators, including increased confidence and connectiveness. Structured reflection, debate and creative expression enable pupils to name emotions, regulate responses and seek support appropriately, strengthening emotional literacy across year groups.

Financial resilience is developed through the personal development curriculum, linking responsibility, decision-making and real-life application. By embedding resilience themes into wider PSHE learning, pupils build understanding of choices, consequences and independence. This contributes to broader resilience outcomes evidenced in improved RISE scores and strengthened pupil confidence in applying learning to real contexts.

Residential trips, clubs and performance opportunities actively promote challenge. Attendance at residentials increased significantly, for example Year 5 rising from 77% to 91%. Competence scores improved from 71% to 80%, demonstrating that structured challenge builds belief and perseverance. Celebration boards and competitions reinforce participation and recognise achievement across the school community.

Growth mindset principles are systematically implemented through staff training, classroom practice and parental engagement. Lesson observations show a marked increase in resilience language, while RISE confidence data rose from 73% to 85%. Parent workshop evaluations averaged above 4.6/5, indicating strong home-school alignment. These actions demonstrate sustained cultural change.

Healthy relationships are promoted through Votes for Schools, PSHE and creative arts. Pupil survey ratings increased across emotional vocabulary, respectful disagreement and expression of feelings. RISE ‘Connectedness’ scores rose from 78% to 88%, the strongest pillar, evidencing improved empathy, communication and sense of belonging. Structured dialogue and celebration of diversity strengthen inclusive relationships.