PRA-Swinton Academy-S648JN-07/Nov/2025

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.

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.

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.

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.

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.

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.

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.

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.