PRA-Aston Academy - S26 4SF-07/Nov/2025

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.

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.

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.

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%.

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.

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.

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.

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.