PRA-St Brigid's Catholic Primary School-L28 7RE-05/Nov/2025

The reviewed curriculum has strengthened a whole-school focus on resilience. Staff are more confident teaching it across all key stages, and pupils now use resilience language and describe feelings with greater confidence. Parents report feeling better equipped to support their children.

Consistent restorative and resilience language empowers pupils to express emotions and resolve conflict independently. Staff model reflection and empathy daily. Parents now use shared language at home, strengthening family support and reinforcing emotional awareness. Whole school approaches such as Zones of Regulation have equipped children with the language knowledge to describe how they are feeling, cope, articulate and ask for help when feeling intense emotions.

Thrive screening identifies tailored interventions and restorative approaches that build self-regulation and empathy, providing detailed tracking for progress in attitudes and values. Pupils show improved attendance and greater independence. Staff confidence and family engagement ensure resilience strategies are sustained. Further external agencies enhance the schools offer, with children taking part in bespoke programs to support them in learning strategies and then applying them in real life contexts (for example LFC).

Restorative practice has transformed relationships. Pupils now take responsibility, show empathy and resolve issues calmly. Case studies show emotional literacy, confidence and cooperation improving across key stages. Events have raised the profile of resilience and what this means across school (e.g. Dot Day). Restorative practice supports consistent behaviour management and conflict resolution, with their relational model of positive interactions between children, staff and families being a key part of the school's success.