There are couple of nice examples of children’s work here showing an impact on knowledge and skills. You could further evidence this benchmark by surveying children about what has helped them to develop resilience – for example, what strategies do they employ to help them persist with something difficult. Also consider including evidence from your behaviour tracker to show developing trends and / or the progress of individuals.

Again, there are some nice examples of work here but much of the children’s feedback focuses on how much they enjoyed the sessions rather than about what they learned. You might want to think about asking different questions or, perhaps, discussing the sessions in a focus group so that you can explore their responses a bit more. It’s good to hear that you have seen changes in their work and language but I would like to see some tangible evidence of this – perhaps from staff surveys or baseline assessments like the example included in the guidance.

It was good to see the degree to which children are involved in planning work in this area but I also need to see that it has had an impact on their understanding or behaviour. Could you encourage older children to monitor and report on their mobile phone use? The questionnaires are interesting but I am concerned that the facetious nature of some of the suggested responses is actually pointing children towards the ‘correct’ answer rather than testing what they understand is appropriate in different situations.

There are some great examples of provision here but, apart from an example of one child’s work and a single case study, we don’t have any evidence of impact. You could ask teachers what impact Zones of Regulation have had on behaviour generally or note increases in children coming forward to ask for support. Discuss with pupils which strategies they use to support their own wellbeing - and why they fine them effective - and record their feedback. Again, consider using surveys, behaviour records etc to back up your positive impressions.

While pupil feedback shows that they enjoyed these sessions, there is little evidence of their impact on knowledge or skills. It would be good to hear more about how pupils feel about money and what it is for. What did the impact of running a ‘shop’ have on their understanding of budgeting etc? The focus on entrepreneurship is interesting but I am not clear how this has contributed to their understanding of how to manage money in daily life.

There is some helpful feedback from the residential here but otherwise there are examples of provision but not of impact. It would be helpful to collect similar kinds of feedback for more trips and activities. Focus on identifying development of knowledge and skills as much as enjoyment. See also the suggested examples in the Award guidance – for example, conducting baselines assessment of attitudes to risk and comparing these with evaluations after children have taken part in significant activities would be helpful in showing which interventions are effective and why.

Again, consider conducting baseline assessments and repeat these over time. Also, when evaluating particular initiatives, seek to identify – perhaps through the use of focus groups or individual case studies - what helped children to repeat or persist with challenge, what specifically did they find difficult and how did they overcome it etc.

It was good to see examples of the mental health scales used to identify children who need extra support. The impact of this could be evidenced through case studies. They could also be used to note evolving trends over time and assess whether whole school initiatives are having an impact on identified concerns. Behaviour analyses would also be useful in evidencing this benchmark, as well as safeguarding records, observations of discussions in PSHE, focus group discussions, case studies etc.

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.