Statement
21 November 2025
Pupil Resilience Award
Acronym
PRA
Description
Build and strengthen resilience, self-belief and confidence in all pupils
Image
Framework
PRA framework.pdf91.44 KB
Video title
There two the which fowl over sea set bring creeping bring to whose air. Lights given bring one i to moved created had every moved stars. Face Over won't, signs
Promotional video ID
693171038
App description
App video ID
706063031
Benefits of award title
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Benefits of award description
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Information on the benefits of the award
Title
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Description
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Image
Statement
21 November 2025
Woodhey High School(PRA): Benchmark 2
Statement
21 November 2025
Woodhey High School(PRA): Benchmark 1
Statement
21 November 2025
St Brigid's Catholic Primary School(PRA): Benchmark 7
Statement
21 November 2025
St Brigid's Catholic Primary School(PRA): Benchmark 6
Statement
21 November 2025
St Brigid's Catholic Primary School(PRA): Benchmark 5
Statement
21 November 2025
St Brigid's Catholic Primary School(PRA): Benchmark 3
Validator report
07 November 2025
PRA-Shirebrook Academy -NG20 8QF-07/Nov/2025
Areas for further development
-To share best practices across the school to support all children with independent de-escalation strategies.
-To continue to explore and extend the wealth of external visits and extra-curricular activities and monitor the impact of these on the emotional wellbeing of students.
-To continue to analyse behaviour points to review trends for any future interventions.
-To continue to explore and extend the wealth of external visits and extra-curricular activities and monitor the impact of these on the emotional wellbeing of students.
-To continue to analyse behaviour points to review trends for any future interventions.
Award term ref
Confirm the recommendation
1
Overall comments
Shirebrook Academy has demonstrated measurable progress since the previous validation. Provision supported by both quantitative data and authentic pupil voice and parent testimonials. Behaviour averages have risen across terms and resilience is taught directly through curriculum and character systems. Videos of pupils discussing book awards and competitive reading initiatives showed how literacy opportunities are building confidence, aspiration and academic growth. Students articulated how these experiences motivate them to read more widely and challenge themselves. Impact is visible in behaviour data, structured curriculum delivery and in the confident voices of stakeholders.
School ref
Validator benchmark comments
Comments on impact identified during validation
The academy demonstrates clear cultural embedding through character values, behaviour systems and leadership pathways. Behaviour data evidence shows weekly averages increasing from 914 (HT1) to 1214 (HT3), evidencing improved engagement and conduct. Student and parent voice confirm increased confidence and perseverance, demonstrating that resilience is now visible in outcomes as well as intent.
Comments on impact identified during validation
Character values are explicitly rewarded and tracked through behaviour and house systems, reinforcing perseverance, independence and responsibility. The Behaviour Curriculum Resilience lesson ensures resilience is taught directly. Student reflections show pupils can articulate how they manage setbacks and step outside their comfort zones. Videos of pupils discussing book awards and competitive reading initiatives have highlighted how literacy opportunities are building confidence, aspiration and academic growth. Students articulated how these experiences motivate them to read more widely and challenge themselves in extra-curricular scenarios.
Benchmarks ref
Comments on impact identified during validation
The structured Digital Citizenship Scheme of Work provides progressive teaching of online safety, risk management and responsible communication. The curriculum now equips pupils with practical strategies to manage digital challenges safely and independently, embedding preventative education rather than reactive response. This is evidenced by case studies and student testimonials.
Benchmarks ref
Comments on impact identified during validation
Student voice testimonials evidence increased confidence, communication skills and perseverance, particularly through Youth Council and leadership roles. Parent feedback submitted confirms improved determination and resilience over the academic year. Behaviour data indicates improved engagement and reduced low-level disruption. Pupils describe managing nerves, stepping into unfamiliar environments and reflecting on improvement, demonstrating applied emotional resilience.
Benchmarks ref
Comments on impact identified during validation
The “Dealing with Financial Dilemmas” lesson plan and community-based budgeting activities show practical financial literacy in action. SEND pupils demonstrated budgeting, planning and independent shopping skills, applying maths and decision-making in real contexts. External visitor feedback from Personal Development Day reported high engagement and satisfaction, with sessions building financial capacity for future independence.
Comments on impact identified during validation
Community visits, practical enterprise-style activities and leadership opportunities have enabled pupils to operate beyond their comfort zones. Student reflections describe initial nervousness followed by confidence and enjoyment, showing resilience development through exposure to managed risk. A video of pupils who participated in a round-table discussion with a local MP evidenced civic engagement and social resilience. Students shared how the experience broadened their understanding of local issues, gave them confidence to express viewpoints and raised aspirations for their futures.
Benchmarks ref
Comments on impact identified during validation
Character values and positive reinforcement systems visibly reward effort and perseverance. Weekly house point totals remain consistently high, reflecting recognition of positive behaviours linked to resilience. Pupils describe learning from mistakes and approaching new tasks with greater confidence. Growth mindset principles are reinforced through behaviour tracking and explicit teaching/curriculum content. Behaviour averages and points analyses demonstrate reinforcement of effort and perseverance across year groups and departments.
Benchmarks ref
Comments on impact identified during validation
Youth Council participation and collaborative projects strengthen communication, teamwork and peer support. Students report increased ability to speak to others without anxiety and to work effectively within teams. Positive staff relationships, as noted in external visitor feedback, reinforce a safe and supportive environment. Statements from students accessing nurture provision and targeted interventions including social and emotional support, demonstrates improved emotional regulation, increased confidence in lessons and stronger readiness to learn.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
07/Nov/2025
Product attribute ref
Gold
Validator report
07 November 2025
PRA-Aston Academy - S26 4SF-07/Nov/2025
Areas for further development
-Continue to maintain clear and consistent evidence of impact through measurable data, feedback, and case tracking to demonstrate progress over time.
-Use pupil, staff, and parent feedback systematically to evaluate the effectiveness of resilience initiatives and refine approaches where needed.
-Monitor trends in attendance, behaviour, and wellbeing data to identify early signs of change and adjust strategies accordingly.
-Ensure ongoing reflection and review to sustain momentum and show the continuing positive outcomes of the school's resilience work.
-Use pupil, staff, and parent feedback systematically to evaluate the effectiveness of resilience initiatives and refine approaches where needed.
-Monitor trends in attendance, behaviour, and wellbeing data to identify early signs of change and adjust strategies accordingly.
-Ensure ongoing reflection and review to sustain momentum and show the continuing positive outcomes of the school's resilience work.
Award term ref
Confirm the recommendation
1
Overall comments
Aston Academy has a strong and structured approach to resilience across areas of school life. The breadth of initiatives, from curriculum integration to leadership opportunities and staff training, demonstrates significant commitment. The school have added further evidence of impact including data, feedback, case studies and progress examples to evidence how strategies are improving outcomes.
School ref
Validator benchmark comments
Comments on impact identified during validation
Learners at Aston Academy demonstrate greater understanding and application of resilience. Lessons and assemblies utilise real-life examples to transition learners from apathy to engagement, enabling them to connect resilience to meaningful life experiences. Staff feedback has informed future lesson planning, ensuring relevance and progression. Learners use resilience language more confidently, take responsibility for their success and show improved persistence and problem-solving in daily challenges.
Comments on impact identified during validation
Staff and students now use a consistent language of resilience, reinforcing shared values across lessons, assemblies and communications. Staff model this effectively, enabling learners to better express emotions, manage setbacks and engage positively with peers.
Benchmarks ref
Comments on impact identified during validation
Digital resilience has strengthened through PSHE lessons, online safety events and active partnerships with parents and external agencies. Learners are now more confident in recognising and reporting online risks, and safeguarding incidents linked to digital use have decreased. Collaboration with South Yorkshire Police and clear communication with families has ensured consistent messaging around online safety both at school and home.
Benchmarks ref
Comments on impact identified during validation
Learners are increasingly using mindfulness and restorative strategies to manage their emotions and behaviour. The introduction of safe spaces, restorative justice sessions and trained staff has provided structured support, improving self-regulation and wellbeing. Students report finding counselling helpful, and behaviour interventions now focus more on reflection and growth. The emphasis on emotional language and choice-making has strengthened learners’ confidence and accountability. Evidence demonstrates measurable impact, with attendance for identified pupils improving from below 90% to 95.12% and positive behaviour ratios increasing to 81.2%.
Benchmarks ref
Comments on impact identified during validation
Financial resilience has improved through curriculum changes and partnerships with enterprise organisations. Learners are increasingly confident discussing financial topics such as budgeting, risk, and debt, while parental involvement through online resources has strengthened home-school collaboration. Maths lessons now embed financial contexts, supporting progress and real-world understanding.
Comments on impact identified during validation
The school provides a strong foundation for promoting resilience through opportunities such as Duke of Edinburgh, careers events, and trips, which build learners’ confidence, independence, and perseverance. The introduction of a “resilience passport” from Year 7 is a positive initiative that encourages goal setting and reflection on achievements. With 23 different clubs available and over 50% of Year 7 pupils taking part in at least one, there is strong engagement across all cohorts, including SEND and Pupil Premium learners. This breadth of opportunity helps pupils develop independence, teamwork, and ambition.
Benchmarks ref
Comments on impact identified during validation
Learners are beginning to show stronger understanding of effort-based achievement through the Growth Mindset initiative. Reward systems now recognise persistence and progress, motivating students to focus on self-improvement rather than instant success. Leadership and mentoring opportunities have doubled, increasing inclusion for SEND and PP learners. Staff training in restorative practice has supported pupils to reflect constructively, boosting resilience and positive decision-making. Pupil feedback shows improved confidence in facing challenges.
Benchmarks ref
Comments on impact identified during validation
Learners are increasingly confident in expressing emotions and understanding healthy relationships. Through PSHE lessons and assemblies, emotional literacy and empathy have improved, leading to greater harmony among peers and better classroom productivity. Discussions on sensitive issues are more respectful and skilled, with learners demonstrating enhanced oracy and confidence. Regular restorative conversations and peer mediation opportunities have supported pupils in developing empathy and resolving conflicts positively. Attendance and engagement have increased following targeted emotional wellbeing interventions.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
12/Nov/2025
Product attribute ref
Gold
Validator report
07 November 2025
PRA-Swinton Academy-S648JN-07/Nov/2025
Areas for further development
Continue with all the measures you have introduced and track the changes over time to see how much difference you are making to pupils' lives.
Award term ref
Confirm the recommendation
1
Overall comments
The evidence provided by the school clearly shows the difference made by participating in resilience-based work. The school has used a powerful mix of testimonials, case studies and quantitative data to show their impactful journey. Many congratulations for all your hard work and best of luck with your future plans!
School ref
Validator benchmark comments
Comments on impact identified during validation
The school has demonstrated the impact of changes made to ensure that everyone has endorsed the school-wide focus on resilience, and it is promoted well. The evidence provided shows pupils in particular notice the effects of resilience-building measures and their feedback shows how they have understood that resilience has supported them in their development. The addition of resilience-based books in the library has had a particularly positive effect on pupils. The reduction in behaviour incidents across the school has been noted too. Through the assembly programme and the behaviour curriculum, punctuality and attendance have improved.
Comments on impact identified during validation
Staff training was used to support the language of resilience and staff comments afterwards show the impact on them personally. Pupils have shown demonstrable changes in their approach to resilience, particularly in PSHE lessons. More positive language has been embedded into parent meeting, and parents have reported positive shifts in pupil behaviour as a result.
Benchmarks ref
Comments on impact identified during validation
Parents now report that they feel more confident when supporting their children with being safe online and this has supported pupils to improve the measures they take to maintain their safety. The school’s code of practice and PSHE focus has meant a reduction in cyberbullying incidents as well as a reduction in the use of derogatory language online. There has been an increase in the number of pupils who now feel safe online, because of what they have learnt in PSHE.
Benchmarks ref
Comments on impact identified during validation
The behaviour policy section which has had the most impact on behaviour– through restorative conversations; it means that the policy works, and staff can teach because pupil behaviour has improved, and truancy is now limited. Staff had commented that they can now teach without interruptions.The school’s safe space enables pupils to feel more comfortable about sharing their concerns with staff members. The introduction of mindfulness means that pupils now enjoy a calmer learning environment and has helped them regulate their emotions.
Benchmarks ref
Comments on impact identified during validation
The work the school has done on providing more financial resilience learning opportunities has meant that and parents alike enjoy a better grasp of finances. Pupil feedback has been particularly powerful, and parents echo this praise.
Comments on impact identified during validation
Pupils have shared their feedback about what wasn't working and the school has responded with better provision. Pupils are actively encouraged to participate in activities that develop their resilience and they report how this has helped them experience new challenges and widen their interests. The care and support that all pupils receive enables them to feel more confident in branching out, backed up by staff members who care deeply about them and their development.
Benchmarks ref
Comments on impact identified during validation
As a result of the measures the school has taken, pupils are now better able to link their efforts with rewards and praise, they are clear about the consistent approach the school takes, and the feedback received from pupils about these changes is both moving and edifying.
Benchmarks ref
Comments on impact identified during validation
Following teaching and learning opportunties in school about relationships, pupils better were able to report that they needed support, especially with some difficult relationship situations. Pupils report that they have grown in confidence and self-esteem, as they have the language to express their views and feelings. Staff have noted how they can see easily how pupils now perceive themselves in a more positive and self-aware way, using more emotionally-literate language.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
07/Nov/2025
Product attribute ref
Gold