The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2010/11

The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2010/11

Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. Ordered by the House of Commons to be printed 22 November 2011

HC 1633 London: The Stationery Office £37.00 © Crown copyright 2011

You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or write to the Information Policy Team, The National Archives, Kew, London, TW9 4DU or email: [email protected]. Any enquiries regarding this publication should be sent to us at Ofsted, Aviation House, 125 Kingsway, London WC2B 6SE, telephone 0300 123 1231 or email [email protected] This publication is also available on http://www.official-documents.gov.uk/ ISBN: 9780102975208 Printed in the UK by The Stationery Office Limited on behalf of the Controller of Her Majesty’s Stationery Office ID P002456354 11/11 Printed on paper containing 75% recycled fibre content minimum. Annexes. Bibliography. Children’s assessments. services Children’s socialcare. Learning andskills. Independent schools,non-maintainedspecialschoolsandboarding schools. Initial teacher education. Maintained schools. Children’s centres. Early years andchildcare. . Commentary Preface. Contents . Annex 4.Glossary Annex 3.Otheranalyses. Annex 2.Inspectionevidence Annex 1.Definitions...... 163 154 118 160 176 169 166 163 32 80 88 74 38 14 6 7

3 www.ofsted.gov.uk/resources/annualreport1011 4 Aviation House 125 Kingsway London WC2B 6SE

November 2011 Miriam Rosen Her Majesty’s Chief Inspector

Rt Hon Michael Gove MP Secretary of State for Education Sanctuary Buildings Great Smith Street London SW1P 3BT

Dear Secretary of State The Annual Report of Her Majesty’s Chief Inspector 2010/11 I have pleasure in presenting my Annual Report to Parliament, as required by the Education and Inspections Act 2006. My report begins with a commentary on the outcomes from the full range of Ofsted’s regulatory and inspection activity in the last academic year. Following this are detailed sections setting out findings and trends in each of the main remit areas that fall within Ofsted’s responsibility. The report is informed by evidence from more than 31,000 inspections carried out during 2010/11 – of early years and childcare, schools, colleges, adult learning and skills, children’s social care and local authority services for children. These inspections provide a unique evidence base for our conclusions. It is my hope that this report and its findings will form a useful contribution to the continuing debate on the quality and standards of care, education and skills in this country, as Ofsted seeks further to raise standards and improve lives. Yours sincerely,

Miriam Rosen 6 The Annual Report of Her Majesty’s Chief Inspector 2010/11 children’s socialcare, educationandskills. about subjectsandspecificaspectsofprovision in inspections through whichwecollect information inspection visitsandourprogramme ofsurvey drawsThe report uponthefindingsofboth routine social care andlocalauthorityservices for children. skills inschools,colleges andadultlearning,children’s early yearsandchildcare, provision for educationand full range ofOfsted’s statutory remit, whichincludes We take evidence from inspectionactivityacross the in Education,Children’s Services andSkills(Ofsted). 2010 and August 2011bytheOffice for Standards and regulatory betweenSeptember visitsundertaken This presentsAnnual Report evidence from inspection Preface Her Majesty’sChiefInspector website atthesametimeasthisreport. list ofoutstandingproviders ispublishedonOfsted’s children, youngpeopleandadultlearners. This year’s demonstrated exceptionally high-qualityworkwith and celebrate thesuccess ofthoseproviders thathave As inprevious years,Ofsted ispleasedto recognise regulatory frameworks. of changefor providers andinOfsted’s inspectionand explore nationalinterest matters ofparticular at atime inspection cycleare identified.Indoingso,wealso years are includedandtrends overthelifetime ofan comparisons withinspectionfindingsfrom previous children concerned. Where itisappropriate to doso, of theprogress andexperience ofthelearnersand ofthequalityprovisionwe setoutanoverview and a nationalperspectiveonprovision. For eachsector, activity in2010/11alltheareas ofourremit, giving of thefindingsfrom ourinspectionand regulatory thereforeThe report standsasadetailedsummary the bodyof report. selection ofthekey findings inmorereported detailin to enablealongerview. This commentary picksouta good practice studies,andalsofrom previous years year’s inspections,including ourthematicworkand ‘inadequate’. The analysisdraws onevidence from this judged to be‘outstanding’,‘good’,‘satisfactory’ or each service, oraspectofaservice, thatwehave from theyearand,inparticular, of the proportions each sectionwepresent themaininspectionfindings social care andlocalauthorityservices for children. In the earlyyears,schools,learningandskills,children’s coversThe report thewholeofourremit, including improvements are mostneeded. honestly bothwhere thingsare goingwellandwhere inspection helpsservices to improve byhighlighting the outcomes for children andlearners.Independent thequalityofprovisionobserving andevaluating our inspectors. The core oftheirworkisdirectly hand evidence andprofessional judgementsof and therefore are thisreport, basedonthefirst- and bythosewhofundthem.Ourinspections, made aboutthem,bothbythosewhousethem quality ofservices sothatinformed choices canbe lives. Inspectionallowsusto candidlyonthe report Our purposeissimple:to raise standards andimprove from inspectionoverthisperiod. along withinsightinto some of thekey issuesarising over theyearfrom September 2010to August 2011, we inspect.Here wepresent theoutcomes ofourwork findings for Parliament, for thepublicand for those and eachyearinour wesummariseour Annual Report onourwebsite,publish individualinspectionreports for children andlearners. Throughout theyearwe Ofsted inspectsand regulates awiderange ofservices 2010/11. It ismyprivilegeto present Ofsted’s forAnnual Report Commentary Miriam Rosen, Her Majesty’sChiefInspector inspections, includinginspectionsof: In 2010/11Ofsted carried outmore than31,000 last yearto 451 attheendof August 2011.We are notice to improve –reduced from 553atthe endof inadequate andeitherinspecialmeasures orwitha of schoolsincategories ofconcern –thatis,judged not assatisfactory butasgood. The total number ofthemcameout than 20months–andover afifth faster thanlastyear–afteranaverage of18rather year wesawschoolsemerging from specialmeasures catalysttothis step isanimportant change. This safeguarding ofourremit. oranyother part Taking whether thisisinchildren’s homes,schools,colleges, performs isjudgingprovision to beinadequate, tasksthatOfsted the mostdifficultbutimportant The firstchallengeisthatoftacklingfailure. Oneof challenges standout. Across therange ofthisprovision, anumberofkey Challenges

agencies andfostering services around 2,000children’s homes,and170adoption independent schools nearly 6,000maintainedschoolsand314 providers more than21,000childcare andearlyeducation probation services. 59 prisons,othersecure estate settingsand providers 312 colleges andotherlearningskills children services authority safeguarding and46looked after referral andassessmentservices and47local 133 localauthoritychildprotection contact,

7 www.ofsted.gov.uk/resources/annualreport1011 8 The Annual Report of Her Majesty’s Chief Inspector 2010/11 Commentary organisations thatneeditmost. and skillsprovision thatfocuses inspectiononthose approach to theinspectionofschoolsandlearning one ofthereasons thatwehaveaproportionate matter ofurgency for theseorganisations. This is there isreal changeandimprovement shouldbea for social care andchildcare providers. Ensuringthat third inspectioninarow. There are similarchallenges colleges were found to be satisfactory this year at their better thansatisfactory andtwodeclined.Sixteen colleges inspected thisyear, 22continue to beno capacity to improve. Ofthe40previously satisfactory two inspectionsandhavenobetter thansatisfactory have beenjudgedsatisfactory for atleasttheirlast inspected thisyear, whichisnearly800schools, satisfactory. Fourteen per cent ofallschools where provisionambitions, particularly isstubbornly The second andcloselyrelated challengeisraising effectively addressed. in thefirstinspection,ayearearlier, hadbeen cases inspectors found thattheweaknessesidentified assessment arrangements. Inthegreat majorityof of unannounced inspectionsofcontact, referral and This yearwehaveconducted asecond annualcycle judgement canhaveonstimulatingimprovement. evidence oftheimpactthatanOfsted inthisreport at thefirstinspection.However, there isalsostrong following afindingofinadequate overall effectiveness judgement wastheoutcome ofareinspection, This includestwolocalauthoritiesfor whichthe of safeguarding practice inthatarea wasinadequate. authorities, wejudgedthattheoverall effectiveness the periodcovered bythis Inninelocal Annual Report. carried out47fullinspectionsofsafeguarding during ofidentifyingfailureimportance where wefindit. We safeguarding services, weare equallyclearaboutthe Similarly, inourinspectionsoflocalauthority of improvement more quickly. thework after theinitialinspection,sotheycanstart also nowpilotingearlyvisitsto inadequate schools MIRIAM ROSEN, HERMAJESTY’S CHIEFINSPECTOR challenges wecurrently face. providers of16–19educationandgiventheeconomic to amajorissuegiventhatcolleges are thelargest colleges thisyear. Nonethelessourfindingspoint for exampleweinspected nopreviously outstanding inspection inthisarea onthosewhoneeditmost, toinstitutions. Itisimportant remember thatwefocus problem isthevariabilityofteaching qualitywithin judgement for thequalityofteaching. ofthe Part prisons weinspected received anoverall outstanding colleges, adultandcommunity learningproviders or learning providers oremployerproviders. Noneofthe quality ofteaching. All ofthesewere independent this year, only15were judgedoutstandingfor the of the312learningandskillsproviders weinspected quality ofteaching needsto riseacross theboard. Out the learningandskillssector isthatthe in thisreport anddifficultmessage Perhaps themostimportant for schools sectionongoodteaching. focus includesaparticular report inthemaintained improvement across theschoolsystem. This annual focus more attention onthisissue:itisapriorityfor the school.Ournewschoolinspectionframework will judged outstandingfor thequalityofteaching across secondary schoolswere schoolsand4%ofprimary in themostchallengingcircumstances. Just3%of does notdelivergoodenoughprogress for pupils schools inspected this year. Satisfactory teaching and too littleoutstandingteaching wasseeninthe schools isstilltoo variable:too muchissatisfactory by teachers. However, thequalityofteaching inour leads inturnto consistently highstandards ofpractice leadership oncontinually improving teaching, which good teaching, with aclearfocus bytheorganisation’s teaching. learninginstitutionis ofevery At theheart The third challenge isto improve thequalityof in thesector. to have been found inadequate as those who remained thesectorhave subsequentlyleft are 10timesaslikely inspected undertheEarly Years Foundation Stage and of qualityisthatchildcare providers thathavebeen or better and3%wasinadequate. Oneofthedrivers inadequate. This yearalmostthree wasgood quarters provision wasfound to begoodorbetter and5%was this period. Three yearsagojustundertwothirds of the qualityofchildcare inEnglandhasimproved over requirements oftheEarly Years Foundation Stage,and was thethird yearinwhichweinspected againstthe premises suchasnurseriestook place thisyear. This over 7,000inspectionsofchildcare onnon-domestic childcare: over11,000inspectionsofchildmindersand We outalarge carry numberofinspections grow sector, to nowstarting Childcare: animproving a third are inLondon. Almost alloftheseschoolsare inurbanareas andover themostdeprivedpupils. ofschoolsserving fifth we found 85schoolsto beoutstandingamongstthe done. Indeed,there are notjustafew: thisyearalone disadvantaged youngpeople,proving thatitcanbe delivering outstandingservices indeprivedareas to Yet sector inevery weinspectthere are organisations waiting fartoo longto beadopted. homes isinadequate, andthattoo manychildren are that too muchoftheeducationprovided bychildren’s between more and less affluentareas. We alsoknow marked differences intheaverage qualityofchildcare themostdeprived. of schoolsserving There are also good oroutstandingthisyearcompared with48% theleastdeprivedpupilswereserving judgedto be least deprivedpupils.Seventy-onepercent ofschools found the inadequateofschoolsserving thanthefifth most deprivedpupilswere four timesmore likely to be However, the ofschoolsserving thisyearthefifth if theyare to make goodprogress andachievewell. vulnerable orare looked afterneedthebestservices Children from deprivedbackgrounds orwhomaybe for thechildren andlearnerswhoneedthemmost. The fourth challengeisto ensure thebestservices since September 2008. at theirmostrecent inspectionasthoseregistered 2007 were more thantwice aslikely to beoutstanding example, thosethatwere registered before September established are more likely to be outstanding.For inspection results thatthoseproviders thatare longer getting bigger. We canalsoseefrom thelongerrunof inspection results thanchildminders,andthisgapis perform more strongly interms oftheiroverall providers ofchildcare onnon-domesticpremises As thesefigures make clear, nurseriesandother eight percentage pointsfor non-domesticsettings. 16 percentage pointsfor childminders,andfrom 12to slightly thisyearcompared withlastyear, from 19to It is,however, encouraging thatthisgaphasnarrowed where thecorresponding figures were 82%and74%. premises suchasnurseriesandpre-school provision, smaller for providers ofchildcare onnon-domestic childminders inthe20%mostdeprived. The gapis be goodoroutstanding,butlessthantwothirds of from the20%mostaffluentareas were found to This year, justoverthree ofchildminders quarters childcare betweenareas ofhighandlowdeprivation. we havefound alarge difference inthequalityof a majorconcern thatineachofthepasttwoyears school to securityinadulthood.Ithastherefore been early steps ontheir journeythrough achievementat Where itworkswell, ithelpsthemtake thecrucial make abigdifference to achild’searlydevelopment. It iswellunderstood thatgood-qualitychildcare can fall inthenumbersofproviders. slightly, reversing thetrend seeninrecent yearsofa first halfoftheyearandhasnowbegun to increase the earlyyearsandchildcare sector levelledoutinthe stopped during2010/11. The numberofproviders in were drivingproviders away. However, thattrend has the demandsofEarly Years Foundation Stage providers fell steadily. This causedpublicconcern that Over theprevious two yearsthenumberofchildcare

9 www.ofsted.gov.uk/resources/annualreport1011 10 The Annual Report of Her Majesty’s Chief Inspector 2010/11 Commentary good andsixwere judgedassatisfactory. inspected thisyearwere judgedto beoutstandingor inspection results, astheydidlastyear:10ofthe16 Employer providers alsoproduced astrong setof Their improved performance welcome. isvery but inthefuture willfocus more onapprenticeships. of both Train to Gainandapprenticeship programmes, this year. Overtheyeartheydelivered large volumes work-based learning,andweinspected 167ofthem organisations. They currently deliverthemajorityof large andsmallprivate, notfor profit andvoluntary good oroutstanding. These organisations include independent learningproviders thatwefound to be eight percentage pointincrease of intheproportion The mostpositiveaspectthisyearhasbeenan quality ofteaching across theboard. this sector thisyearistheneed to focus onraising the challenges earlier, thekey messagefrom inspectionin variedaswell. very As mentioned inthesectionon inspection evidence showsthatitsperformance is and training. The sector diverse,andour isvery especially for employmentandfor education further the missionto enablelearnersto developtheirskills, inspection activity. All providers haveincommon approach anduserisk assessmentto focus our young offender institutions.We take aproportionate adult andcommunity learningproviders, prisonsand independent learningproviders, employerproviders, in awiderange ofprovision includingcolleges, who are mostlyover theageof16andfor adults We inspecteducationandtraining for youngpeople mixed picture Learning andskills:a MIRIAM ROSEN, HERMAJESTY’S CHIEFINSPECTOR teaching across the board. focus onraising thequalityof skills thisyearistheneedto inspection inlearningand The key messagefrom learners withthehighestlevels ofneed. significantly, littleprovision andvery was available for of provision atpost-16 wasalsofound to vary provision were notworkingeffectively. The availability assessment asthebasisfor theirtransition to post-16 to provide youngpeoplewithalearningdifficulty Inspectors found thatlocalauthorities’arrangements more workthisyear. widelyinourthematicsurvey learners withlearningdifficultiesand/or disabilities was outstanding.We haveevaluated provision for were satisfactory andonewasinadequate. None inspected thisyearwere judgedto begood,seven Only three ofthe11independentspecialistcolleges concern.disabilities, sothisisamatter ofparticular training for studentswithlearningdifficultiesand/or results. These colleges provide educationand this yearresulted inarelatively poorsetofinspection The 11independentspecialistcolleges weinspected out of24–wasnobetter thansatisfactory. found to –15 beoutstanding,andahighproportion but itisstillnotstrong. Noneofthisprovision was with fewer judgedinadequate andmore judgedgood, this year, andthepicture issomewhatmore positive, inspected 24prisonsandyoungoffender institutions institutions asanarea ofseriousconcern. We and skillsprovision inprisonsandyoungoffender Last yearwehighlighted thepoorqualityoflearning rest achievingthesamejudgementagain. had declinedfrom theirprevious inspection,withthe hadimprovedover aquarter andjustunderaquarter Of thecolleges we inspected during2010/11,just earlier, whenthefigure was21%at31 August2010. all colleges judged outstanding compared withayear This represents aslightincrease of intheproportion of 31 47%were good. August 2011,andafurther be outstandingfor overall effectiveness asattheend nation’. Onthisbasis23%ofcolleges were judgedto to getarepresentative picture ofthe‘state ofthe most recent inspectionjudgementsfor allcolleges and proportionate inspection,weneedto lookatthe satisfactory. Dueto theimpactofriskassessment quality ofteaching and thoseinstitutionsstuckat challenges earlierhighlighted inrelation to the The picture for colleges ismore mixed, asthe recent inspection thiseducationwasjudgedgoodor or are linked to educationproviders. At their most are 327children’s homesthatalsoprovide education education provided through children’s homes. There themselves. There is,however, aspecificissuewith staff andtheyoungpeoplelivinginchildren’s homes informative for commissioners ofcare, managers, providing thatwillbemore richerinspectionreports This isencouraging. The newarrangements are year intheirinspectionsunderthenewframework. three yearsagowere found to begoodorbetter this two thirds ofhomesthatwere judgedsatisfactory 2007 whenjust58%were goodoroutstanding.Over clear trajectory ofimprovement seensince September were judgedgoodoroutstanding. This maintainsthe new arrangements. Seventy-sevenpercent ofthese carried out731fullinspectionsofhomesunderthe framework, andbetweenthentheendof August In April 2011weintroduced anewinspection 11% to 3%. whichisinadequatethe proportion hasfallenfrom outstanding hasalmosttrebled to 17%thisyear, and ofhomeswhichareOver thattimetheproportion we haveanunusuallycomplete picture ofthissector. March 2011.We year, homeevery inspectevery so past four yearsundertheframework thatendedin Children’s homeshaveimproved steadily overthe for Education,2011. 1. TheMunro review, Department ofchildprotection: final report the outcomes achievedbychildren. more onthequalityofworkfor children andon inspection arrangements sothattheywillfocus even protection, weare nowrevising ourlocalauthority Professor EileenMunro’s independentreview ofchild have learntfrom theseinspections,andinformed by about thiskindofprovision. Buildingonwhatwe challenge to thesector, andanewsource ofevidence safeguarding. These inspectionshaveprovided anew authority arrangements for looked afterchildren and protection withoutnotice, andalsoinspected local referral andassessmentarrangements for child two years,wehaveinspected localauthoritycontact, residential specialschools. Inaddition,for thepast children’s homes,adoption andfostering services, and We inspectchildren’s socialcare providers, including challenges Social care: progress and 1

Safeguarding Children’s Board were alsoweak. effective, challengeandoversightfrom theLocal seven outofninecaseswhere theservices were not oversight ofsocialworkers. We alsofound thatin in theperformance management,developmentand systems, processes andthresholds; and,critically, working andalackofshared understandingof children andfamilies;inpoorqualitypartnership problems withdelaysinresponding to theneedsof keeping children andyoungpeoplesafe. We found these ninelocalauthoritieswere noteffective in Inspection identifieda range ofissuesthatmeant outstanding. authorities to beinadequate overall andnonewas which weundertookthisyearjudgedninelocal earlier, ofthe47fullsafeguarding inspections inspections oftheseservices. However, asindicated are actingontheweaknesses identifiedatprevious In addition,evidence showsthatlocalauthorities placing children at risk ofinadequate protection. only three identified anarea ofseriousweakness, assessment arrangements carriedoutwithoutnotice, inspections oflocalauthoritycontact, referral and arrangements ismore mixed. Outofthe133 The picture inrelation to localauthoritysafeguarding too highaproportion. However, in11%educationwasinadequate –much outstanding inaround halfthesechildren’s homes. our inspection framework, and especially those schools contributed to ourconsultation onhowwewill revise more onthem.Iwouldlike to thankallthose who and thenewframework willallowusto focus even issues havealwaysbeencentral to ourinspections, and safety, andleadershipmanagement. These four key areas: achievement,teaching, behaviour inspection ofmaintainedschoolsandacademieson is takinglegislationthrough Parliament to focus the inspection timespentinclassrooms. The government a more targeted approach to inspectionandmore inspection framework, withhigherexpectations, September 2009weintroduced animproved school are inspected are undergoing significantchange.In Both theschoolssystem andthewayinwhichschools standards Schools: afocus on 11 www.ofsted.gov.uk/resources/annualreport1011 12 The Annual Report of Her Majesty’s Chief Inspector 2010/11 Commentary fifth declined. fifth nearly halfachievedthesamejudgement,buta their previous inspection. Around athird improved, have improved thanto havedeclinedcompared with schools wedidinspectthisyearwere more likely to for example asaresult ofanamalgamation. The the nature oftheschoolshadfundamentallychanged, where riskassessmentidentified concerns orbecause inspected andsecondary outstandingprimary schools inspection themost.Inpastyearwehaveonly our resources ontheschoolsthatare likely to need are goodorbetter. We are increasingly focusing cannot infer ofallschools thatthesameproportion inspected arepresentative sampleofschools,we toimportant recognise thatbecausewehavenot or outstandingeducationoverall. However, itis 57% were found to provide theirpupilswithagood Of theschoolsthatwere inspected in2010/11, inadequate, butnomajorchangeoverall. and slightlyfewer schoolsnowsatisfactory or picture, withslightlymore schoolsnowoutstanding comparison withtheprevious yearshowsasimilar cent were satisfactory and2%were inadequate. A were goodattheirlastinspection. Twenty-eight per for theiroverall effectiveness, 50% andafurther schools atthattimehadbeenjudgedoutstanding outstanding to inadequate. Twenty percent ofall effectiveness onthesamefour-point scalefrom but allhavehadajudgementmadeontheiroverall inspected underthe sameinspectionarrangements, on 31 August 2011. These schoolshavenotallbeen inspection judgementsfor allschoolsthatwere open dataonthemostrecenttime inthisannualreport outcomes. For thisreason, wepresent for thefirst the nation’sschools’asindicated byinspection is ahighlevelofpublicinterest inthe‘state of thereEach yearatthetimeofourannualreport implemented from 2012. January term. The revised schoolinspectionframework willbe involved inthepilotinspectionsweran inthesummer MIRIAM ROSEN, HERMAJESTY’S CHIEFINSPECTOR 14% for allsecondary schools. outstanding washigherat16 outof75compared with all secondary found schools,buttheproportion good oroutstandingistherefore similarto that for effectiveness. ofacademiesjudged The proportion good oroutstandingandfiveinadequate for overall academies inspected thisyear, 40were judgedto be status underthe Academies Act 2010.Ofthe75 from theSecretary ofState to to convert academy along withotherschoolsthathavereceived approval schools wehavepreviously judgedto beoutstanding will bemore ‘academyconverters’, manyofwhichare educational provision. From 2011/12onwards there areas to address longstandingweaknessesin which were oftenestablishedinthemostchallenging academies weinspected were sponsor-led academies, This yearwillbethelastinwhichmostof more sharplyonbehaviourissues. revised schoolinspectionframework willfocus even schools inapplyingbehaviourpoliciesconsistently. Our pupils. Inspectionsalsoidentifiedweaknessesinthese dull and was not well enough matched to the abilities of learning intheschoolwaspassivebecauseteaching was schools, inmore thanathird inspectors noted that ofover100thesesecondary inspection reports and 2%were inadequate. Basedonareview ofthe where 22%were judgedto havesatisfactory behaviour However, itwaslessstrong insecondary schools, outstanding in87%ofallschoolsinspected thisyear. at leastgoodaswell.Pupils’behaviourwasor where teaching isgoodpupils’behaviourusually places where pupils’behaviourisatleastgood,and behaviour. The large majorityofschoolsare orderly A core aspectofourschoolinspectionsisafocus on a declineinperformance. inspection where concerns ariseandthere are signsof improvement, ofretaining andthe importance schools to focus onmaintainingtheirdrivefor outstanding. This highlightstheneedfor outstanding they were inspected 40%were found to benolonger because thenature oftheschoolhadchanged.When basis ofariskassessmentprocess or, inafew cases, exception schools,were ofnursery allselected onthe compared with8%lastyear. These schools,withthe their previous inspection to havebeenoutstanding of theschoolsweinspected thisyearwere judgedat Few outstandingschoolsare nowinspected: only3% we inspect,havecome to expectit. andespeciallythosewhousethe services the public, easy to withdraw the reassurance ofinspectionwhere selective aboutwhatweinspect,anditwillnotbe will dosoagain.However, thiswillmeanbeing more efficiency and reduced costs byasimilaramount. We Ofsted fiveyearsagowehavealready improved by 30%inreal terms. Since thecreation ofthenew Review settlementmeansourresources willreduce sets out.Overthecoming yearsto 2014ourSpending We alsorecognise thechallengesthatCommittee matters mostto children andyoungpeople. and based onfirsthandobservation, focused on what of travel for inspectionbeingproportionate to risk, independent inspection,andendorsedthedirection The Committee of emphasisedtheimportance standards across thesectors weinspectandregulate. of thevalueourworkandimpactonraising itsrecognition thatwewelcomed,report inparticular children andlearners.Butthere wasmuchinthe benefits brought byhavingasingleinspectorate for re-organisation wouldbecostly andwouldlosethe with thegovernment’sresponse thatthiskindof one for care andonefor education. Ofsted agreed should becarriedoutbytwoseparate inspectorates, focused onitsrecommendation thatOfsted’s work The headlinesfollowing thepublicationofreport intoan inquiry therole andperformance ofOfsted. This yeartheEducationSelectCommittee undertook Our ownaccountability we found theprovision to beoutstanding. achievement ofthestudentsintheirschools.Overall trainees haveaconsiderable positiveimpactonthe that, duringtheirfirstyearoftraining, Teach First disadvantage through theirplacements. We found andinaddressing educational its participants The programme successful isvery insupporting haveconsideredmight nototherwise teaching. or uppersecond class degree andmanyofwhom almostallofwhomhaveafirstclass participants, Teach Firstrecruits skilledandhighlyqualified very across thecountry, andtheresults were impressive. This yearweinspected the Teach Firstprogramme years, anditcontinues to dosotoday. been thevisionwhichhasanimated Ofsted for many child canandshouldachievedowell. That has the bestfrom theservices theyuse,butthatevery passionately deserves believednotonlythateveryone drive to theservice ofchildren andlearners.She She brought extraordinary energy andpersonal together from itspredecessor organisations in2007. during theyear. Christinebrought thenewOfsted whofinished her term asHMCI Christine Gilbert, toopportunity sayabriefandpersonalword about In concluding thiscommentary, Iwantto take the remit. their individualinterests cover thewholerange ofour depth ofseniorskillsandexperience to ourwork, and services in ourremit. The Board membersbringagreat inspections andtheeffective useofresources bythe improvement, theneedsofthosewhouseour to ensure thatweremain focused onencouraging Ofsted Board setsourstrategic direction andhelps organisational changeandcommercial expertise. The in terms ofsocialcare, learningandskills,finance, strengthened theboard,members further particularly us asChairoftheOfsted Board. Later intheyearnew March 2011Baroness SallyMorgan ofHuyton joined year hasseenothersignificantchangesatOfsted. In As wellasdevelopmentsinthewayweinspect,this Changes atOfsted with theprinciplesbywhichwework. path ofincreased transparency: itisabsolutely inline of ourremit. We willcontinue to progress downthis acrossdetailed inspectiondataeachquarter thewhole from thebest.We havealsobegunto publishfarmore Good Practice website to helpotherproviders learn response to widespread requests wehavelauncheda options for customisation andfeedback for visitors. In better accessibility andsearch powersandmore launched anewandmore website, powerful with evidence wegenerate from inspection. This yearwe to improve thewayinwhichwecommunicate the One ofthekey challenges theCommittee setuswas 13 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

14 times asmanyplaces aschildminders. providers onnon-domestic premises offer around four over 57,000childminders.Overall, however, childcare childcare providers onnon-domesticpremises andjust tofrom birth fiveyears. There are justover26,000 providers registered to deliveritfor children aged September 2008and Ofsted inspectsallearlyyears The Early Years Foundation Stagewasintroduced in Key findings

provider thathasbeenregistered for ayearorless. under theEarly Years Foundation Stageasa more thantwice aslikely to bejudged outstanding that hasbeenregistered for four ormore yearsis develop outstandingquality. A childcare provider Time andexperience helpchildcare providers Years Foundation Stageinspection. framework, 56%improved atasubsequentEarly providers judgedsatisfactory undertheprevious 98% are nowjudgedsatisfactory orbetter. Ofthe inspected undertheEarly Years Foundation Stage, previous framework andthathavesince been Of theproviders judgedinadequate underthe last twoyears. judged goodoroutstandinghasincreased for the The difference betweenthetwoinpercentage childminders interms ofthequalityprovision. nurseries andplaygroups, continues to outperform Childcare onnon-domesticpremises, for example an overall increase inquality. Foundation Stagerequirements hascontributed to This suggeststhatinspectionagainstEarly Years inadequate thanthosethatremained inthesector. sector are 10timesaslikely to havebeenfound Foundation the Stageandhavesubsequently left against therequirements oftheEarly Years Childcare providers thathavebeeninspected 74% from 68%in2009/10. outstanding for overall effectiveness increased to years registered providers judgedasgoodor Years Foundation ofearly Stage,theproportion inspecting againsttherequirements oftheEarly to perform well.In2010/11,thethird yearof The earlyyearsandchildcare sector continues number ofproviders. the trend seeninrecent yearsofafallinthe childcare sector increased in2010/11,reversing The numberofproviders intheearlyyearsand

This hasapositiveimpactontheirprogress. their emerging skillsfor earlyreading andwriting. children’s languageandcommunication, including more purposefulactivityledbyadultsto develop best settingsthere isaconcerted effort to plan communication, languageandliteracy. Inthe intheareas of and development–particularly systematic approach to children’s learning The better providers haveaplannedand percentage points. self-evaluation, whichhasincreased bynine pronouncedparticularly intheeffectiveness of has risensince last year. The risehasbeen of providers judged goodoroutstanding both theseaspectsofprovision thepercentage aspects ofprovision inspected. However, in their engagementwithparents thaninother to theeffectiveness oftheirself-evaluationand Early yearsproviders perform lesswellinrelation childcare onnon-domestic premises. 12 to eightpercentage pointsfor providers of 16 percentage pointsfor childminders,andfrom deprived areas has narrowed slightly, from 19to or outstandingbetweenthemostandleast ofprovidersgap intheproportion judgedgood for childminders.However, since 2009/10the deprived areas remains too large, particularly providers inthemost deprivedareas andtheleast The difference inthequalityofprovision between 15 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

consultation with parents, providers and others, Introduction Ofsted intends to introduce this new framework alongside the revised Early Years Foundation Stage in 1. Three major reviews carried out this year have September 2012. had a substantial influence on government policy in relation to early years provision, and are leading to 3. In response to the Tickell review, the government significant changes in the context in which childcare has recently consulted on the revised Early Years providers operate. In December 2010 Frank Field MP Foundation Stage, and published its vision for the 5 published his review on poverty and life chances;2 early years. A number of themes which are central then, in January 2011, Graham Allen MP published to the government’s vision for the early years are his review of early intervention;3 and finally, in March highlighted in this Annual Report. A key focus of the 2011, Dame Clare Tickell published her review of government’s vision is on children’s development so the Early Years Foundation Stage.4 Together these that by the age of five children are ready to take full reviews have re-emphasised the critical importance of advantage of the next stage of learning and have laid the early years of a child’s development, particularly down foundations for good health in adult life. This aged from birth to two, in securing their future good year’s Annual Report highlights important evidence outcomes. The reviews focus on the importance of on how the most effective childcare providers are parenting and getting the right support for parents supporting children’s development against two early and families when children are very young. Effective learning goals: communication, language and literacy; and carefully targeted early intervention is known and personal, social and emotional development. to benefit a child’s long-term education and has the These are absolutely fundamental to preparing potential to avoid the need for costly intervention at a children for their next steps in learning. later stage. 4. Supporting families in the foundation years 2. The Tickell review is likely to have the most also re-emphasises the need for practitioners to direct impact on how future inspections under the engage parents strongly in their child’s learning and Early Years Foundation Stage are conducted. The welfare, including helping professionals to use all review found that the Early Years Foundation Stage interactions with families as opportunities to identify had clearly contributed to improvements in quality any additional needs of both parents and other across the sector and recommended that there key family members and offer further support. This should continue to be a framework for all providers year’s Annual Report draws attention to how the working with children in the early years. However, most effective providers are successfully involving the review also identified areas in which the Early parents in their child’s learning, and conversely Years Foundation Stage could be improved, including: some of the weaknesses in this crucial area in those increasing the involvement of parents and carers in providers judged no better than satisfactory. This is their child’s learning; providing earlier assessments a particularly important issue for childcare providers of children’s development to support good-quality working with children from disadvantaged families early intervention; and substantially simplifying and and communities, where Ofsted’s evidence continues streamlining the early learning goals and Early Years to show that there is a persistent difference in quality Foundation Stage profile. In addition, the review made between childcare offered in the most deprived areas a number of recommendations for Ofsted that will be and childcare in the least deprived areas. addressed through a revised inspection framework for the Early Years Foundation Stage. Following

2. The foundation years: preventing poor children becoming poor adults – the report on the independent review of poverty and life chances, Frank Field, December 2010. 3. Early Intervention: The next steps – an independent report to Her Majesty’s Government, Graham Allen MP, January 2011. 4. The Early Years: Foundations for life health and learning – an 5. Supporting families in the foundation years, Department for independent report on the Early Years Foundation Stage to Her Education, 2011; Families in the Foundation Years, Department for The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Majesty’s Government, Dame Clare Tickell, March 2011. Education, 2011. 16 Ofsted andotherinterested parties. Register outinformal and iscarrying discussionswith government isconsidering thefuture oftheChildcare of theregistration– are metaspart process. The for example,through aCriminalRecords Bureau check basicstandardsthat very for safeguarding children – the requirements for registration atthatpoint,and basic levelofassurance thatthoseregister meet registration. The Childcare Register provides only a sure thattheycontinue to meettherequirements for about whichthere havebeencomplaints –to make are onlyontheChildcare Register –includingany year Ofsted inspectsa10%sampleofproviders that oftheChildcare Register. part on thevoluntary Each compulsory registration. They maychooseto register of otherproviders, suchasnannies,are exempt from they care for children agedeightandover. A range onwhichproviders mayregister part, a voluntary if they care for children agedfrom five to seven;and onwhichproviderscompulsory mustregister part, if effectiveness. by government–currently 47months–to judge their this register atleastonce inadefinedperiodlaiddown Foundation Stage.Ofsted inspectseachprovider on register mustmeettherequirements oftheEarly Years following birthday. theirfifth Providers onthis that lookafterchildren to agedfrom birth 31 August about improvement. registers, Ofsted takes actionastheregulator to bring and found notto bemeetingtherequirements ofthe registers. Where registered providers are inspected of earlyyearsandchildcare providers onboththese include evidence from theregulation andinspection Register. The findingsinthisyear’s Annual Report registers: theEarly Years Register andtheChildcare early yearsandchildcare providers andmaintainstwo is responsible for theregulation andinspectionof improvements needed from 2012onwards. Ofsted early yearsprovision andlooksforward to the summarises thestrengths andweaknessesofcurrent 7. 6. the childcare sector Size andcomposition of 5. The Childcare Register a hastwoparts: The Early Years Register isalistofproviders In thissectionofthe OfstedAnnual Report years andchildcare sector: Register, whichare lessstringent. will beableto meettherequirements oftheChildcare that meettherequirements for theEarly Years Register oftheChildcare Register.part Inmostcases,providers school holidays,somaychooseto jointhevoluntary also wishto care for children’s oldersiblingsduring oftheChildcarecompulsory Register. part They may must register onboththeEarly Years Register andthe after school,aswellcaringfor pre-school children, wish to care for schoolchildren primary before and Childcare Register. For example,childmindersthat ofthe and boththecompulsoryparts andvoluntary majority ofproviders are ontheEarly Years Register oftheChildcare Register. parts voluntary A large the Early Years Register, andonthecompulsory and 9. 8. 31 August 2011 Provision on: Total Voluntary oftheChildcare Register part only oftheChildcare Register part Compulsory only oftheChildcare Registerpart oftheChildcare Register part Compulsory andvoluntary Early Years Register only Register Early Years RegisteroftheChildcare part andvoluntary Register Early Years Register oftheChildcare andcompulsory part All registers

Figure 1 offer around 281,000childcare places. of earlyyearsandchildcare providers overall and Register. Childmindersaccount for around 60% Register 855onlyontheChildcare andafurther There are 57,191childmindersontheEarly Years premises, mostofteninthechildminder’shome. assistants. They care for children ondomestic adults, suchasotherchildmindersorchildminder Childminders workwithnomore thantwoother There are four maintypesofprovider intheearly Figure 1showsthenumberofproviders on Number ofregistered providers asat Providers

96,173 11,748 70,771 7,738 4,700 972 152 92 17 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

Childcare providers on non-domestic premises include nurseries, playgroups, pre- This year there was a net school provision, crèches, out of school clubs and holiday play schemes. There are 26,041 providers increase of 2,701 providers. in this group on the Early Years Register and a This reverses the trend seen in further 2,149 on the Childcare Register only. Childcare providers in this category account for recent years of a falling number around 30% of early years and childcare providers of childcare providers. and offer around 1,023,000 places. Childcare on domestic premises is provided where four or more adults work together on domestic premises to care for children. Most often these providers are groups of childminders 10. Figure 2 shows the quarterly change in numbers and assistants that choose to work together in of providers by provider type since the introduction of the home of one of them. There are 129 such the Early Years Foundation Stage in September 2008. providers on the Early Years Register and a further 11. There is a high level of turnover in providers that five providers only on the Childcare Register. This offer early years and childcare provision. During the very small proportion of providers offers around period 1 September 2010 to 31 August 2011, 15,004 2,000 childcare places. new providers joined the registers while 12,303 left. Home childcarers are mainly nannies who care This represents a net increase of 2,701 providers. This for children in the children’s own home. They are reverses the trend seen in recent years of a falling not required to register but may choose to do so. number of childcare providers. This increase is most There are 9,803 home childcarers on the voluntary pronounced for childminders and home childcarers. part of the Childcare Register.

Figure 2 Number of providers since September 2008, by provision type

70,000 61,929 60,915 60,178 59,323 58,603 58,046 57,732 57,663 57,228 57,204 56,882

60,000 56,710

50,000

40,000 29,690 29,458 29,228 29,128 29,037 28,820 28,715 28,558 28,478 28,439 28,353 30,000 28,190

20,000 9,803 9,630 9,153 8,452 7,867 7,493 7,214

10,000 6,808 6,348 6,042 5,481 4,516

0 30 Jun 09 30 Jun 10 30 Jun 11 30 Sep 09 30 Sep 10 31 Mar 09 31 Mar 10 31 Mar 11 31 Dec 08 31 Dec 09 31 Dec 10 31 Aug 11

Childminder Childcare on non-domestic premises Home childcarers

Figures exclude childcare on domestic premises, which comprise less than 1% of all registered provision. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

18 take place atalater date. these inspectionswere deferred andrescheduled to the timeofinspectionduringthiscycle.Consequently, childcare places, didnothaveanychildren onroll at 8,597 providers, accounting for almost49,000vacant factor contributing to thechangesseenthisyear. confident thattheycanmeetthem. Thismaybeone to bemore familiarwithitsrequirements andmore place for three yearsandproviders are likely therefore the Early Years Foundation Stagehasnowbeenin to bedefinitiveaboutthe reasons why. However, likely to becontributing to this,anditisnotpossible in thesector islevellingout. A range offactors are under 30,000,suggestingthatthenumberofplaces with thesameperiodlastyearwhenitfell byjust registration decreased byjustunder2,000compared August 2011,thenumberofplaces covered byOfsted For thewholeyear, from 1September 2010to 31 Childminders account for themajorityofthisincrease. places, whichreverses theprevious decliningtrend. slow butsteady increase inthenumberofchildcare a periodofmore thanthree years. of childmindersthathavenotlooked afterchildren for into effect thatallowOfsted to cancel theregistration powers introduced undertheChildcare Act 2006came currently be inoperation. received anEarly Years Foundation Stageinspection, butnot example providers mayretain theirregistration, havingalready fluctuate overtimeandislikely to behigherthan thisfigure. For 6. The actualnumberofproviders notlookingafterchildren will Figures are rounded anddonotalwaysaddexactlyto 100. Inspected thenleftthesector,2008/2011(7,028) 13. 12. of thosethatremained active(percentage ofproviders) and 31 August 2011compared withtheoverall effectiveness providers thesector thatleft between1September 2008 Active at31August2011andinspected(56,232)

5 11 Figure 3 Outstanding Of thoseproviders ontheEarly Years Register, Since December 2010there hasalsobeena Overall effectiveness ofearlyyearsregistered 46 Good 61 6 From September 2011, Satisfactory 38 Inadequate 27 10 1 inspection. action taken againstthematthe‘nochildren onroll’ in thesector, and4%ofthemhadenforcement for registration thanthoseproviders remaining active three timesmore likely notto meettherequirements that hadnochildren onrollthesector andleft were the sector following theinspection. The providers providers hadnochildren onroll. Ofthese,41%left contributed to anoverall increase inquality. the Early Years Foundation Stagerequirements has Report. This evidence suggeststhatinspectionagainst continues thetrend inlastyear’s alsoobserved Annual and remained active were judgedinadequate. This that hadanEarly Years Foundation Stageinspection Foundation Stage.Incomparison, just1%ofproviders without receiving aninspectionundertheEarly Years Around 24,000providers, thesector inaddition,left Years Foundation Stagehadbeenjudgedinadequate. the sector following aninspectionundertheEarly 15. 14. Figures are rounded anddonotalwaysaddexactlyto 100. 31 August eachyearfor providers activeattheendofeachperiod. Annual figures relate to inspectionscarriedout between 1September and 2008/09 (24,793) 2009/10 (18,827) 2010/11 (19,323) providers early yearsandchildcare Overall effectiveness of (percentage ofproviders) Years Foundation Stageframework, byinspectionyear years registered providers inspected undertheEarly

10 9 Figure 4 12 Outstanding At theirmostrecent inspection,934childcare Figure 3showsthat 10%ofproviders thatleft Overall effectiveness ofactiveearly Good 56 58 62 Satisfactory Inadequate 30 29 23 5 3 3 19 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

16. Figure 4 shows the overall effectiveness of early remaining 24%, Ofsted set actions telling providers years registered providers since the introduction of what they must do to meet requirements. These the Early Years Foundation Stage. In this third year proportions were very similar, irrespective of whether of inspection, 97% of providers were judged as the providers were registered on the compulsory or satisfactory or better, and 74% were judged as good voluntary parts of the Childcare Register. or outstanding, an increase from 68% in 2009/10. This shows a continuing trajectory of improvement in Figure 5 Overall effectiveness of active early years provision, with the proportion of good or outstanding registered providers inspected between 1 September 2010 providers increasing in each of the three years since and 31 August 2011, by provider type (percentage of the Early Years Foundation Stage was introduced. This providers)

suggests that the providers inspected in this third year Childminder (11,875) have benefited from having more time to embed its 11 60 26 3 requirements into their practice and this is leading to better quality provision among these providers. Childcare on non-domestic premises (7,407)

17. The proportion of providers judged to be 15 65 18 3 inadequate has remained the same as last year, at 3%. However, around two thirds of the 577 providers Outstanding Good Satisfactory Inadequate found to be inadequate at their 2009/10 inspection Figures are rounded and do not always add exactly to 100. have since been reinspected and 93% of these are now satisfactory or better. The majority of those 20. As has been the case since the introduction of providers which have not been reinspected have left the Early Years Foundation Stage, childcare providers the sector, and a further 29 received a no children on on non-domestic premises, which offer over three roll inspection following their inadequate judgement. quarters of the childcare places available overall, 18. Where a provider is not meeting the requirements performed better than childminders this year. In fact, of the Early Years Foundation Stage, Ofsted sets the difference in the quality of provision has become actions that the provider must take to ensure more marked during the three years of the Early Years that they meet those requirements within a given Foundation Stage. In 2008/09, the first year of the timescale. Of those providers inspected this year, new framework, the gap between the proportion of Ofsted set one or more actions for 25% of providers childminders judged good or outstanding compared on the Early Years Register. A higher proportion of with the proportion of childcare providers on non- childminders (27%) than providers of childcare on domestic premises was two percentage points. This non-domestic premises (22%) were given at least year it is nine percentage points. In general childcare one action to improve. The three most common areas providers on non-domestic premises are increasingly for action were the same as those identified in the responding more successfully to the requirements of last two Annual Reports: safeguarding and welfare; the Early Years Foundation Stage than childminders. maintaining effective records and documentation; and Nevertheless, a large majority of childminders are premises, environment and equipment. delivering good or outstanding services.

19. Ofsted inspects a sample of providers that are 21. Ofsted’s survey report on the impact of the only on the compulsory and/or voluntary parts of Early Years Foundation Stage provides a clear insight the Childcare Register to ensure that they continue into some of the key drivers that support better to meet requirements. Between 1 September 2010 quality provision, as well as some of the differences and 31 August 2011, Ofsted inspected 1,036 of the in how childcare providers on non-domestic premises 12,812 providers that are active on the Childcare and childminders have responded to the Early Years Register but not on the Early Years Register, the Foundation Stage.7 majority of which were home childcarers. This represents a sample of 8% of these providers. Ofsted is on track to meet the required sample of 10% by the end of the 2011–12 financial year. Of those inspected, 76% of providers met all the requirements. In the 7. The impact of the Early Years Foundation Stage (100231),

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Ofsted, 2011. 20 nurseries andreception classes. requirements were more appropriate for children in were too muchfor childmindersandthatthe educators. They oftenfelt thattheexpectations inspections andsawtheirrole more ascarers than that hadremained satisfactory for theirlasttwo mainly, butnotexclusively, from childminders childminders. Conversely, negativecomments came views were expressed bygoodoroutstanding Stage amongchildminders.Highlypositive diversity ofviewsabouttheEarly Years Foundation associated withit.Inspectors found thegreatest and theprofessional developmentopportunities positive abouttheEarly Years Foundation Stage, In general, providers visited for were thesurvey usually workingalone. for important particularly childminderswhowere to donextto promote children’s learning. This was doing whattheywere doing,andwhattheyneeded used more thanintuition;theyknewwhywere practitioners were well-qualifiedortrained. They for children were goodoroutstandingwhere requirements. Inspectors found thatoutcomes providers thathad improved exceeded theminimum of thisprocess. Qualificationlevelsinthechildcare had usedtheEarly Years Foundation Stageaspart development andimprovement and,inmanycases, hadastrongsurvey commitment to professional Good oroutstandingpractitioners visited for the andchallengeforsupport providers. development andimprovement; andexternal the commitment of practitioners to professional drivers identified twoimportant for improvement: 23 childcare providers onnon-domesticpremises, The survey, basedonvisitsto 20childmindersand Drivers ofimprovement type ofchildcare rare. isvery environment inahomesetting;butpractice, this those providers thatwishedto offer anursery-style introduced primarilyto acknowledgeandsupport of provider. This category ofchildcare provider was premises currently make uplessthan1%ofalltypes six were inadequate. Childcare providers ondomestic effectiveness, 16were good,11were satisfactory and Of these,eightwere judgedoutstandingfor overall between 1September 2010and31 August 2011. 41 activeproviders ofchildcare ondomesticpremises providers onnon-domesticpremises, Ofsted inspected 22. or workcommitments. costs ordistances involvedintravel, orotherfamily arranged intheeveningoratweekends, dueto the difficult to attend training, evenwhenitwas with childmindersshowedthatsomefound it to attend theirtraining andinspectors’ discussions suggested thatchildminderswere theleastlikely local authoritiescontacted ofthesurvey aspart and consultants orchildmindermentors. However, fromand direct localauthorityadvisers support childminder networksandfrom children’s centres; throughinvolvement inspecificprojects; support training, includingtargeted nationalprogrammes; the Early Years Foundation Stage;ongoing included:initialtraining tosupport introduce theirimprovement.how thishadsupported This Years Foundation Stage,andwere ableto explain external organisation, inimplementingtheEarly authority, aprofessional associationoranother some form from oftraining theirlocal orsupport the improving childcare providers hadreceived good-quality provision. Inspectors found thatall helping childcare providers improve andsustain wasalsocriticaltoGood-quality external support In additionto childmindersand childcare 21 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

Figure 6 Change in overall effectiveness of active Figure 7 Overall effectiveness of active early years early years registered providers inspected under the Early registered providers at their most recent inspection under Years Foundation Stage framework compared with their the Early Years Foundation Stage framework, by registration inspection under the previous framework (percentage of date (percentage of providers) providers) 2010/11 (2,225)

Outstanding at previous inspection (1,505) 6 64 28 2 75 25 2009/10 (5,892)

Good at previous inspection (23,823) 5 62 32 1 15 69 16 2008/09 (5,688)

Satisfactory at previous inspection (11,725) 6 59 35 1 56 42 3 Introduction of Early Years Foundation Stage Inadequate at previous inspection (480) 2007/08 (4,755) 98 3 7 57 35 1

Improved Same Declined 2006/07 (3,415)

This includes all active early years registered providers inspected since 13 61 24 2 September 2008. 2005/06 (3,638) Figures are rounded and do not always add exactly to 100. 12 63 23 1

23. Figure 6 shows that the very large majority of Before Sep 2005 (30,619) providers judged outstanding or good in their last 14 61 24 1 inspection under the previous framework have either maintained or improved on their high performance Outstanding Good Satisfactory Inadequate

in their most recent inspection under the Early Years Inspection outcomes relate to the most recent inspection of early years Foundation Stage. It is also particularly encouraging registered providers carried out between 1 September 2008 and 31 August that of the providers judged inadequate under the 2011. previous inspection framework that have remained Figures are rounded and do not always add exactly to 100. active, 98% are now satisfactory or better.

24. This year shows better progress being made by 25. Figure 7 shows that childcare providers that those providers previously judged to be satisfactory, registered in 2007/08 and 2008/09 are less likely to with 56% improving since their previous inspection. have been judged good or outstanding than those There is a big difference in this respect between the which registered either before or after. This finding sectors. Sixty-two per cent of childcare providers may be associated with the fact that providers on non-domestic premises previously judged registering in those two years had to manage the satisfactory have now improved compared with transition to the new Early Years Foundation Stage 51% of childminders; this demonstrates a stronger framework when they were themselves new to improvement trajectory among childcare providers on the sector and relatively inexperienced. Figure 7 non-domestic premises. also demonstrates that childcare providers that are relatively new to the sector are less likely to be judged outstanding compared with more established providers. A provider that has been registered for four or more years is more than twice as likely to be judged outstanding under the Early Years Foundation Stage as a provider that has been registered for a year or less. This strongly suggests that time and experience are factors which enable childcare providers to develop outstanding quality. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

22 and understandingofdiversitydifference. foropportunities children to developanawareness their children’s learning. The third isto provide better The second highlightstheneedto involveparents in learning needsinorder to planfor theirnextsteps. andassessmentofchildren’sobservation individual their firstinspection. Thefirst relates tomore effective identified for theseproviders judgedsatisfactory at evaluate theirpractice effectively. still developingorembeddingsystems designedto and developmentconsistently wellandmanyare allaspectsofchildren’sare learning notsupporting learning goals.However, mostoftheseproviders children make satisfactory progress towards theearly children’s welfare needsare generally wellmetand providing warm,safe andcaringenvironments where emerge. Manyofthosefound to besatisfactory are outstanding, somecommon areas for development at theirfirstinspection, rather thangoodor inadequate. 2010/11 andsubsequentlyinspected were judged In contrast only1%ofchildmindersregistered in 4%,whichwereproportion, judgedinadequate. judged outstanding,there wasalsoarelatively high premises whichregistered in2010/11andwere ofchildcareproportion providers onnon-domestic domestic premises. Despite therelatively high compared with12%ofchildcare providers onnon- registered in2010/11were judgedoutstanding inspection. However, only4%ofchildminders 2005 were judgedoutstanding attheirmostrecent of provider, 14%ofthoseregistered before September providers onnon-domestic premises. For bothtypes childminders andrather lesspronounced for childcare 28. 27. 26. deprivation. those withlowerlevels of most deprivedareas thanin of childcare ispoorer inthe that thequalityofalltypes It continues to bethecase Three particular areasThree for particular improvement are often Among thoseproviders judgedto besatisfactory markedThis pattern for isparticularly that ofchildminders(6%). deprived areas judgedasoutstanding(12%)is double providers onnon-domesticpremises inthemost marked: ofchildcare theproportion particularly points. The gap inoutstandingprovision isalso on lastyearwhenthedifference was11percentage a difference of14percentage points;anincrease compared with60%ofchildminders. This represents premises hasbeenjudgedgoodoroutstanding deprived areas 74%ofchildcare onnon-domestic marked forparticularly childminders.Inthemost with lowerlevelsofdeprivation. This difference is is poorer inthemostdeprivedareas thaninthose be thecasethatqualityofalltypeschildcare 29. ‘Most deprived’indicates theproviders inthemostdeprived20%ofareas. super outputarea (LSOA) wholiveinhouseholdsthatare income-deprived. 2010. ofthepopulationineachlower The indexshowstheproportion measured bytheIncome Deprivation Affecting Children Index(IDACI) isbasedonthelocationofprovider withdeprivation This chart 2011. registered providers carriedoutbetween1September 2010and31 August Inspection outcomes relate to themostrecent inspectionofearlyyears providers) their overall effectiveness, bydeprivation(percentage of non-domestic premises judgedgoodoroutstandingin 100 10 20 30 40 50 60 70 80 90

0 Figure 8 Most deprived As inprevious itcontinuesAnnual Reports, to 60 Childminder 74 Childminders andchildcare providers on Deprived 68 79 Childcare providersonnon-domesticpremises Average 70 80 Less deprived 74 82 Least deprived 76 82 23 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

30. Although the gap in performance between the 33. However, the 6% of childminders in the most most and least deprived areas is still too wide, for both deprived areas that have been judged outstanding this childminders and childcare providers on non-domestic year show what can be achieved. The most effective premises, the gap has narrowed since 2009/10 and childminders in deprived areas recognise that social the quality of provision in areas of high deprivation and economic factors can have a significant effect on is showing signs of improvement. This reverses the educational and other outcomes for young children. trend seen in the 2009/10 Annual Report, where, for These childminders understand that the provision both types of provision, the gap between the most they make can help to narrow the gap between the and least deprived areas had grown since the previous outcomes achieved by the children in their care and year. For childminders, the difference has decreased those found nationally, and seize the opportunity from 19 to 16 percentage points while for childcare on to contribute in this way. They demonstrate a non-domestic premises it has fallen from 12 to eight commitment to equality and inclusion that is beyond percentage points. For both types of provider the doubt, skilfully adapt activities to ensure that all increase in the proportion judged good or outstanding children are equally involved and make full use of has been greatest for those inspected in the most spontaneous opportunities to support children’s deprived areas and deprived areas. learning. They understand the importance of child- centred learning and place children at the heart of all 31. Inspection evidence identifies a number of that happens. factors that are contributing to the poorer quality of childminding in the most deprived areas. In particular, 34. Ensuring that parents and carers are active childminders judged as inadequate in these areas partners in all aspects of the child’s care and learning have often not undertaken appropriate training, is critical to the success of these outstanding and are frequently poor at reflecting on their own childminders. They understand that a child’s learning practice and identifying areas for improvement. In and development cannot be separated from other the cases where childminders have recognised the aspects of their lives and what happens to them in need for improvement, they often lack the capacity or their families and communities. They are extremely confidence to put appropriate systems or measures in knowledgeable about the children in their care and, place to bring about that improvement. through a culture of reflective practice, ensure that children’s needs and the views of parents are at the 32. Inadequate childminders in the most deprived heart of any improvements made to practice. The most areas tend to show limited understanding of the effective providers in deprived areas have a clear focus learning and development requirements of the Early on supporting children’s language development and Years Foundation Stage. They struggle to assess work with parents to build their skills in supporting children’s starting points or observe sensitively what children’s speech, language and communication in the they do, so that their progress can be monitored and home. activities planned to move them on. They also fail to work effectively with parents and carers in this Figure 9 Overall effectiveness of active childminders respect. In these settings, childminders fail to achieve and childcare providers on non-domestic premises that an appropriate balance between adult- and child- take part in quality assurance schemes, inspected between led activities. In some cases, there is too much adult 1 September 2010 to 31 August 2011 (percentage of direction in the activities so that children do not get a providers) chance to develop independence or extend their own learning. In other cases, children are left to their own Quality assurance scheme participant (1,197)

devices for long periods of time, often resulting in 31 59 9 1 repetitive and unengaging play for children, who are not sufficiently challenged and quickly become bored. Non-quality assurance scheme participant (18,085) 11 62 24 3

Outstanding Good Satisfactory Inadequate

Figures are rounded and do not always add exactly to 100. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

24 government fundingfor three- andfour-year-olds. by thoseearlyyearsregistered providers inreceipt of helpful insightinto thequality ofchildcare offered year-old. Inspectionscarriedoutthisyearprovide a be gradually extended to disadvantagedtwo- every entitlement to educationwill 15hoursofnursery Review, thegovernmentannounced thatthefree ofthe2010Spending In addition,aspart birthday). compulsory schoolage(theterm following theirfifth to meetparents’ needs. This appliesuntiltheyreach minimum of38weekstheyear, withflexibleaccess to 15hoursoffree educationaweekfor nursery a compared with71%ofchildmindersnotonascheme. judged goodoroutstandingfor overall effectiveness among thoseinspected thisyear. Ofthese,94%were there are only365childmindersonsuchascheme scheme perform strongly, particularly although ofaqualityassurancechildminders thatare part 90%. inlastyear’s As wasobserved Annual Report, points onlastyear’sfigures, movingfrom 87% to effectiveness hasincreased bythree percentage on aschemejudgedgoodoroutstandingfor overall in suchascheme. ofthoseprovidersThe proportion judged outstandingthanthosethatdonotparticipate of thesector, these providers are more likely to be year. Although thisremains smallproportion avery this compares ofaschemelast with5%thatwere part ofaqualityassuranceidentified asbeingpart scheme; 36. 35. were childcare providers onnon-domesticpremises. inspected in2010/11,thevastmajorityofwhich three- andfour-year-olds. Ofthese,5,776were government fundingto finance free provision for 18,000 registered childcare providers inreceipt of Early Years Foundation Stageprofile identifiedover forDepartment Educationto inform the2009/2010 Early Years Censusdatacollected bythe four-year-olds Government-funded provision for three- and All three- andfour-year-old children are entitled This year, 6%oftheproviders inspected were decisions aboutfunding. may wishto oftheirfuture consider aspart preferences. These are issueswhichlocalauthorities localparentaldecisions mayalsoreflect particular higher qualityprovision available.Local authority they maybeinareas where of there isashortage since theindividualfundingdecisionswere madeor provision. These providers mayhavedeteriorated government fundingfor three- andfour-year-old small numberofinadequate providers are receiving concern. There maybeanumberofreasons whya judged inadequate nationally, itisnonethelessa ofprovidersis slightlylowerthantheproportion This represents over100providers. Although this were judgedinadequate byOfsted in2010/11. government fundingfor free education nursery However, 2%ofchildcare providers inreceipt of to theincreasing qualityintheearlyyearssector. and thatthisprocess mayinitselfbecontributing focusing resources onmore successful providers, evidence suggeststhatlocalauthoritiesare indeed guidance to make thisassessment.Ofsted’s ProgrammeImprovement Support (EYQISP) are encouraged to usetheEarly Years Quality their ownassessmentsofquality. Local authorities the highestqualityproviders identifiedbyusing should allocate the free entitlementfundingto code ofpractice. This states thatlocalauthorities authorities are required to follow astatutory When allocatingfundingto providers, local outstanding. of providers inreceipt offundingwere judged which didnotreceive funding.Seventeen percent effectiveness compared with70%ofproviders were judgedasgood oroutstandingfor overall not. Ofthoseinspected, 83%offundedproviders judged goodoroutstandingthanthosewhichdid give thefree entitlement were more likely to be providers whichreceived governmentfundingto Inspection evidence showsthatthosechildcare 25 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

37. The proportion of providers inspected this year Strengths and areas for judged to be good or outstanding has increased for every judgement. In all but one judgement, the development increase on last year is by at least five percentage points. Looking across the full range of judgements, Figure 10 Inspection judgements for active early years and in common with last year, providers were registered providers inspected between 1 September 2010 particularly strong in terms of their arrangements and 31 August 2011 (percentage of providers) for working in partnership with others, such as other agencies or local schools, and their effectiveness in Overall effectiveness (19,323) deploying their resources. Eighty-one per cent and 12 62 23 3 78%, respectively, were judged good or outstanding Capacity to maintain improvement (19,323) for these judgements in comparison with 74% for 13 60 24 2 overall effectiveness. As was the case in 2009/10,

Quality of provision in the EYFS (19,323) engagement with parents or carers, for example involving them in their child’s learning or welfare, 13 62 23 2 and the effectiveness of self-evaluation are the two Outcomes for children in the EYFS (19,323) weakest areas of the childcare provision inspected 13 63 22 2 in 2010/11 in terms of the proportion judged good

Leadership and management of the EYFS (19,323) or outstanding. However, both of these areas have

13 62 23 3 shown improvement since last year, and in fact the greatest increase, of nine percentage points, was Embedding ambition and driving improvement (19,323) seen in the proportion of providers judged good or 14 60 24 2 outstanding for their self-evaluation. Effectiveness at deploying resources (19,323) 38. The percentage of childcare providers in which 17 61 21 1 engagement with parents and carers was judged good Promoting equality and diversity (19,323) or outstanding has increased from 63% in 2009/10 to

15 61 23 1 68% in 2010/11. As was the case last year, this aspect of provision is very rarely inadequate, but too often Effectiveness of safeguarding (19,323) found to be only satisfactory. Ofsted’s report The 15 60 22 3 impact of the Early Years Foundation Stage provides Effectiveness of self-evaluation (19,323) further evidence in relation to this.8 All 43 childcare 13 57 27 2 providers visited for the survey were committed to establishing good relationships with parents. However, Partnership with others (19,323) in the provision where partnership with parents was 21 60 18 1 judged as no better than satisfactory, the focus was Engagement with parents and carers (19,323) often on support for welfare and care, and did not 15 53 31 1 sufficiently include their child’s learning.

Outstanding Good Satisfactory Inadequate

Figures are rounded and do not always add exactly to 100.

8. The impact of the Early Years Foundation Stage (100231),

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Ofsted, 2011. 26 becoming more embeddedinproviders’ practice. 70% thisyear. Goodqualityself-evaluationisclearly providers judgedgoodoroutstandinglastyearto marked improvement, withanincrease from 61%of aspect ofchildcare provision thathasseenthemost of progress. The effectiveness ofself-evaluationisthe case thisyear. However, there are encouraging signs aspect ofchildcare provision, andthatremains the those aspectsofprovision thatrelate to theircare. about theirchild’seducationalprogress aswell parents are fullyinvolvedinexchanges ofinformation should focus more carefully onhowtheyensure that their childathome.Providers judgedassatisfactory child wasdoing,andoffered advice abouthelping regularly gavethem information asto howwelltheir parents ininitialassessments oftheirchildren, their child’slearning. These providers usuallyinvolved communicated effectively withparents to support with parents were judgedto begoodorbetter Figures are rounded anddonotalwaysaddexactlyto 100. requirements andevaluated theirprovision for overall effectiveness. from 1June2008andcompleted thesectionrelating to the12statutory This figure includesallproviders thatsubmitted aself-evaluation form Not submitted(12,723) Submitted (6,600) 40. 39. August 2011(percentage ofproviders) and were inspected between1September 2010and31 registered providers thatsubmitted aself-evaluationform

7 Figure 11 Outstanding improvement. has seenthemost marked of childcare provision that evaluation istheaspect The effectiveness ofself- Self-evaluation hastypicallybeenaweaker In contrast, theproviders inwhichpartnerships 23 Overall effectiveness ofactiveearlyyears Good 60 Satisfactory 65 Inadequate 29 11 4 1 development. often designedto improve children’s learningand and developmentactivitiesfor staff, whichwere progress. Itwasalsousedeffectively to focus training that directly related to children’s learningand children’s needsandhelpedto target improvements self-evaluation wasbasedoneffective assessmentof children were alsooutstanding.Inthebestproviders evaluation wasjudgedoutstanding,outcomes for Ofsted. providers havesubmitted aself-evaluationform to Years Foundation Stagewasintroduced, 21,566active did not(88%and67%,respectively). Since theEarly outstanding for overall effectiveness thanthosethat did sowere muchmore likely to bejudgedgoodor year, andFigure 11showsthatthoseproviders that submitted aself-evaluation form compared withlast registered providers inspected in2010/11had development orwasnotseenasahighpriority. sampled, theprocess waseitheratanearlystageof for the childcare providers onnon-domestic premises were young.Where self-evaluationwasinadequate way astheyhadwiththeirownchildren whenthey always had,orsimplycared for children in thesame many yearsandwere continuing to dothejobasthey thathadbeenoperatingchildminders observed for weakforSelf-evaluation wasparticularly those on practice andimproving outcomes for children. that hadto bedone,rather thanameansofreflecting inadequate providers sawself-evaluationasatask were judgedasnobetter thansatisfactory. These was judgedasinadequate, theoutcomes for children Stage. Ineachsettingvisited where self-evaluation ontheimpactofEarly survey Years Foundation outcomes hasalsobeenidentifiedinOfsted’s recent form compared with19%inthemostdeprivedareas. in theleastdeprivedareas submitted aself-evaluation 42. 41. overall effectiveness were completed. the 12statutory requirements andanevaluation oftheprovider’s 9. This includes allself-evaluationforms where thesections on 43. In 91%oftheproviders inspected where self- ofearlyyears A slightlyhigherproportion A strong linkbetweenself-evaluationand 9 Itisstrikingthat30%ofchildcare providers 27 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

44. Even where self-evaluation was judged as 46. Of the 43 childcare providers visited for the satisfactory, the survey found that providers had survey, inspectors judged a greater proportion to be still not fully embraced the practice of review and good or outstanding for outcomes in personal, social reflection in terms of the impact on outcomes for and emotional development than for outcomes in children. They often relied on the local authority or communication, language and literacy. The keys to inspection itself to help them identify improvements good outcomes in personal, social and emotional needed, rather than through their own monitoring development in the childcare providers surveyed and assessment of children’s needs. It is clear that were the routines that practitioners established and many providers still have some way to go before the high expectations that they had of children’s they have embedded self-evaluation as a means to behaviour. Those providers that achieved good reflect on practice; to identify strengths and areas for outcomes in communication, language and literacy development; and plan and deliver their provision in specifically planned opportunities to develop the light of this analysis in order to improve outcomes children’s speaking and listening, and early reading for children. and writing skills.

47. Inspectors found that where children made particularly good progress in the two early learning Supporting progress goals, the provider was clear about the stages of towards the early learning learning and development and had often had specific training, for example in the development of children’s goals language skills, or support. In the better providers visited, practitioners referred to the good practice 45. All providers that deliver the Early Years guidance for the Early Years Foundation Stage to Foundation Stage are required to complete an assess children’s developmental level and track their assessment for each child at the end of the academic progress. These practitioners planned specific activities year in which they reach the age of five, based on the to cover all aspects of children’s development, making early learning goals and divided between the six areas good use of resources including guidance produced by of learning and development. Early Years Foundation other organisations with expertise in this area. Stage profile results have improved nationally since 48. In relation to communication, language and 2008. The proportion of children working securely in literacy, inspectors found that systematic phonics communication, language and literacy rose by nine teaching, adapted to meet the needs and interests percentage points to 62% in 2011. In personal, social of the children, had a particularly positive impact in and emotional development the figure was 79%, a rise some of the best childcare providers visited as part of 10 of seven percentage points. The impact of the Early the survey. Where speaking and listening skills were Years Foundation Stage focused on the impact of weak it was generally because providers were relying these two early learning goals. Taken together, these on learning happening incidentally. Furthermore, form an important foundation from which children children’s language for thinking, for example their learn, develop and make progress in their lives. They ability to use talk to organise, sequence and clarify were particularly identified in the Tickell review of their thinking, ideas, feelings and events, was often the Early Years Foundation Stage as being two of the weaker than their language for communication; this areas that are ‘essential foundations for children’s was usually because practitioners missed opportunities 11 learning and success’. to encourage children to explain and extend their thinking, or simply did not allow children time to think. Too often, where this was the case, adults would immediately follow up one question with another, or would answer their own question, limiting 10. Early Years Foundation Stage Profile Results in England, opportunities for children to express themselves and Statistical First Release (SFR28/2011), Department for Education, develop their own thoughts and ideas. Extending 2011. children’s speaking skills helps them to develop as 11. The Early Years: Foundations for life health and learning – an thinkers. independent report on the Early Years Foundation Stage to Her

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Majesty’s Government, Dame Clare Tickell, March 2011. 28 one ofthree categories: Early Years Register, Ofsted allocates theconcern to inspection. receiving aconcern, ofthesampleselected for as part carries outafullinspectionoftheprovider when providers onlyontheChildcare Register, Ofsted always requirements oftheEarly Years Foundation Stage.For a fullinspectionofthesettingto lookatallthe cases, aconcern mayleadOfsted to bringforward into thematter backto andreport Ofsted. Insome or, inlessseriouscases,byaskingtheprovider to look by aninspector to thesettingwithoutgivingnotice registration. This process maytake theform ofavisit not theprovider ismeetingtherequirements for receives suchaconcern, itdetermines whetheror settings andotherprofessionals. WhenOfsted staffworkinginchildcare members ofthepublic, a range ofsources, includingparents andcarers, provider’s registration sotheycannolongeroperate. Stage, to more seriousactionsuchascancelling a welfare requirements oftheEarly Years Foundation Notice, where aprovider isfailingto comply withthe These range from issuingaWelfare Requirements compliance withtherequirements for registration. has arange oflegal powersitcanuseto enforce actions, orwhere concerns are more serious,Ofsted take. However, where providers donottake these providers improve bysettingactionsthattheymust government. Inmostcases,Ofsted canensure that the requirements for registration laiddownby where childcare providers are failingto meet 51. 50. 49. and enforcement Compliance, investigation

to meettherequirements for registration. determine whetherornottheprovider continues enquiries, aswellinvestigate theconcern to has statutory responsibility for childprotection child protection issueto thelocalauthority which risk ofharm.Inthesecases,Ofsted willrefer the they raise concerns thatachildisormaybeat cases whichrequire urgent attention because Category 1:immediate priority–theseare On receipt ofaconcern aboutaprovider on the Concerns aboutregistered providers come from Ofsted takes steps to bringaboutimprovement investigated byOfsted. Over 40%were categorised ashighpriorityandwere immediate priorityandrequiring urgent attention. ofthesewere12, justunderonefifth categorised as around 6%ofregistered providers. As showninFigure premises. Concerns were received thisyear relating to and 4,878to childcare providers onnon-domestic Of theseconcerns, 2,801related to childminders from parents, followed bylocalauthorities (12%). providers. The highest of proportion these (38%) came August 2011,Ofsted received 7,679concerns about 1,000 1,500 2,000 2,500 3,000 3,500 52. categorised bypriority Ofsted between1September 2010and31 August 2011, 500

Figure 12

0 taken asaresult. what theyhavefound andwhatactiontheyhave to lookinto thematter backabout andreport most ofthesecases,Ofsted willasktheprovider concerns aboutthequalityofprovision. In provider meetsrequirements, donotraise serious investigating to determine whetherornotthe lower levelconcerns which,whiletheystillneed Category 3:routine matters –theseare working days. by conducting avisit to thesettingwithinthree concerns. Ofsted investigates theseconcerns provision butdonot involvechildprotection significant concerns aboutthequalityof Category 2:highpriority–thesecasesraise During theperiod1September 2010to 31 Category 1 1,504 The numberofcompliance casesreceived by Category 2 3,084 Category 3 3,091 29 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Early years and childcare

53. Of the 7,152 investigations concluded between 55. Ofsted will be consulting on proposals for a new 1 September 2010 and 31 August 2011, the provider framework early in 2012. It is therefore too early to was meeting requirements in the majority of cases, be specific about the framework content. But it is and Ofsted needed to take no further action. Around likely that the new inspection arrangements will give 60% of category 1 and category 2 concerns resulted even greater priority to children’s early learning and in no further action. A third of cases overall resulted development and will continue to evaluate providers’ in actions being agreed with providers and in a few effectiveness in developing the family’s involvement cases enforcement action was taken. During the with their child’s learning so that there is good same period, Ofsted carried out 575 instances of support for learning at home. It will continue to be a enforcement action, 72% of which were as a result priority for Ofsted to provide important information of concerns relating to 380 cases, with the other for parents through accessible reports. enforcement action arising for other reasons, such as 56. A considerable challenge for the sector is to close provision which is judged inadequate on inspection. the gaps in achievement that open up in the early Enforcement action taken by Ofsted during 2010/11 years and persist as children start school and progress is shown in Figure 13. through their education. Inspection will give particular priority to judging how well provision is enabling Figure 13 Number of enforcement actions carried out early intervention to support children’s identified by Ofsted since 1 September 2010 needs. Our inspection arrangements will continue to focus activity where improvement is needed most Enforcement type: Number and set actions and recommendations to secure Final warning letter 273 improvement. It is crucial to their future success that Formal caution 5 children’s earliest experiences help to build a secure foundation for learning and give them the best start Notice of intent to cancel registration 33 in life. A high-quality early years experience provides Notice of intention to refuse registration 23 a firm foundation on which to build future academic, Notice of intention to vary/remove/impose conditions 38 social and emotional success. Through inspection and regulation Ofsted will continue to contribute to Prosecution 1 improving outcomes for children by promoting high- Welfare requirements notice 201 quality care, learning and development. Emergency vary/remove/impose conditions 1 Total 575 A considerable challenge Figures show total number of enforcement actions, which may include multiple instances of enforcement carried out during investigations or for for the sector is to close the providers. gaps in achievement that Looking forward open up in the early years and persist as children start school 54. The current inspection cycle comes to an and progress through their end in 2012 and in the coming year Ofsted will be developing a new inspection framework to reflect education. the changes resulting from the government’s revised Early Years Foundation Stage and the key findings from inspection over the last three years. Ofsted will be evaluating carefully the impact of the current framework and using these findings to inform the development of a new inspection framework for 2012. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

30 31 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s centres

32 children andfamilies whousedtheirservices. demonstrate goodimpactonoutcomes for the centres, there washighexpectationthattheycould five andtheirfamilies. Asthelongestestablished areas tochildren to agedfrom support birth under centres were developedinthemostdeprivedlocal effectively withtheirlocalcommunities. Phaseone excellence centres withatrack record ofworking these firstphase centres hadpreviously beenearly relatively newnational development.Manyof longest establishedcentres inphaseoneofthis centres, focusing mainlyinthefirstyearon In May2010Ofsted beganto inspectchildren’s Key findings

most inneed. their services atthoseinthecommunity whoare monitoring take-up are lesseffective intargeting and usingdata,evaluating their services and Children’s centres thatare lessstrong inobtaining local area. and cleartargets for improving outcomes inthe authority abouttheneedsoflocalpopulation lack ofcomprehensive dataprovided bythelocal indicators. This issometimesnothelpedbythe demonstrate progress against key performance difficulty in collecting andusingdata to In theweaker centres there is inparticular weaknesses whichneedattention. to improve theservices theyoffer. These are key families whousethecentre andusingevaluation match services to theneedsofchildren and find challengingare indemonstrating howthey areas whichthey or outstanding,twoimportant While mostchildren’s centres were judgedasgood leadership andmanagement. werequarters judgedto havegoodoroutstanding good-quality care, guidance andsupport. Three keeping children safe andprotected andproviding Children’s centres are judgedmostpositivelyfor (63%), adifference of16percentage points. outstanding thanthoseestablishedinphasetwo phase onecentres (79%)were judgedasgoodor (phase one)centres. of A muchhigherproportion inspected thisyearwere thelongestestablished Just undertwothirds ofthechildren’s centres outstanding. less thanthree were quarters judgedasgoodor have beenjudgedasatleastsatisfactory, andjust inspections, nearlyallthe710centres inspected In thisfirstfullyearofchildren’s centre report orthesectionrelatingreport to maintainedschools. in eithertheearlyyearsandchildcare sectionofthis The qualityoftheirearlyyearsprovision isreported maintained educationbecausetheyare alsoaschool. with Ofsted ontheEarly Years Register oroffer Stage. These children’s centres are eitherregistered education anddelivertheEarly Years Foundation Some children’s centres alsooffer childcare andearly management andthecentre’s capacityto improve. provision, theeffectiveness ofleadershipand children andtheirfamilies,thequalityofacentre’s give awritten ofoutcomes summary for young and whatitshoulddoto improve. Inspectionreports centre inspectionsevaluate eachcentre’s effectiveness children’s centres inEnglandby2015.Children’s since May2010,andisrequired to inspectall arrangements for themto haveaccess to: the mostdisadvantagedcommunities. withtheestablishmentofcentresin stages,starting in children’s centres havebeensetupacross thecountry Reception Year school.Since atprimary 2004, and continues through to whenachildgoesinto is availablefor familiesduringmothers’pregnancy of services for children andtheirfamilies.Support leadership andmanagement: 59. 58. 57. Introduction 60.

other specialistservices. intosupport employment health services family support early learningandchildcare access employment. forfamilies, includingproviding support parents to improve outcomes for youngchildren andtheir early childhoodservices inthearea and prospective parents to take advantageofthe identify andencourage youngchildren, parents needs deliver earlychildhoodservices to meetthose intervention andsupport area, especiallythoseinmostneedoftargeted and prospective parents inthecentre’s reach identify theneedsofyoungchildren, parents Ofsted hasbeeninspectingchildren’s centres Children’s centres provide familieswithormake Children’s centres provide access to arange Inspections focus onhowwellthecentre’s

33 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s centres

62. Children’s centres have been established in Overall effectiveness three phases. Phase one children’s centres were set up between 2004 and 2006 to provide full coverage Figure 14 Overall effectiveness of all children’s centres of the 20% most deprived areas in England. Phase inspected between 1 September 2010 and 31 August 2011 two children’s centres, established between 2006 and (percentage of centres) 2008, extended coverage to the 30% most deprived areas. Phase three children’s centres, set up between Overall effectiveness (710) 2008 and 2010, then covered the remaining 70% 14 59 25 2 of the country. Ofsted inspections to date have focused on children’s centres established during either Outstanding Good Satisfactory Inadequate phase one or phase two. Figure 15 shows the overall Figures are rounded and do not always add exactly to 100. effectiveness of children’s centres by the phases in which they were established. The large majority of 61. Of the 710 children’s centres inspected this centres inspected were phase one children’s centres. year, nearly all were judged as at least satisfactory for Of the centres inspected a much higher proportion overall effectiveness, and 73% were judged as good of phase one providers (79%) were judged good or outstanding. Only 2% were inadequate. However, or outstanding than phase two providers (63%), a just under two thirds of the 710 centres inspected difference of 16 percentage points. The difference were those which have been established the longest in the percentage judged to be outstanding is and are therefore not representative of the sector particularly striking. This may in part reflect these overall. Where a children’s centre has been judged as centres gaining experience over time. inadequate at inspection, Ofsted carries out another 63. Children’s centres have been set up to provide full inspection of the centre within one year. universal services but also to target and support disadvantaged children and their families, therefore Figure 15 Overall effectiveness of children’s centres by the impact they are having on ‘closing the gap’ the phase in which they were established (percentages of in terms of deprivation is central to their success. centres) Inspections suggest that in general leaders and staff Phase one (463) in children’s centres are committed to closing the gap

17 62 20 1 and see a focus on the most disadvantaged as being central to their contribution. Phase two (247) 64. Some children’s centres are having success 9 54 35 3 targeting specific groups and using outreach activity Outstanding Good Satisfactory Inadequate to draw in families from these groups. For example, some good or outstanding children’s centres are Figures are rounded and do not always add exactly to 100. having particular success targeting fathers. But many children’s centres are also aware of groups with whom they are having less success, such as families suffering Children’s centres that from domestic violence, or lone parents and teenage parents. Centres can often give anecdotal evidence of are less strong at obtaining lives that have been transformed, but data showing and using data, evaluating improved outcomes for the target groups, including the difference the centre has made, are less common. their services and monitoring This is a weakness even in some children’s centres take-up are less effective in otherwise judged to be good. Children’s centres that are less strong at obtaining and using data, evaluating targeting their services at those their services and monitoring take-up are less effective in the community who are most in targeting their services at those in the community who are most in need. in need. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

34 the service, asillustrated inFigure 17. different outcomes for thechildren andadultswhouse masks alevelofvariationbetweenperformance inthe centres asillustrated in Figure 16.However, this between thekey inspectionjudgementsfor children’s 65. Figures are rounded anddonotalwaysaddexactlyto 100. areas for development Effective practice and 31 August 2011(percentage ofcentres) centres inspected between1September 2010and Leadership andmanagement(710) Quality ofprovision(710) Outcomes forusers(710) Capacity forsustainedimprovement(710) Overall effectiveness(710)

Figure 16 14 14 Outstanding 16 16 17 There are nosubstantialdifferences inquality Key inspectionjudgementsfor children’s Good 59 59 63 59 60 Satisfactory Inadequate

25 23 24 23 23 2 2 2 1 1 level to matchtheirpeers. disadvantagedchildrenin bringingotherwise upto a the mosteffective centres are achieving somesuccess and theircommunication andlanguageskills.Some of on theirpersonal,socialandemotionaldevelopment children to besuccessful learners byconcentrating effective children’s centres are focusing onpreparing of activitiesonchildren’s andfamilies’health. using andsharingdataeffectively to assesstheimpact but there isroom for improvement inweaker centres in Links withhealthservices are inplace atmostcentres strength thatattractof particular andretain families. baby healthclinicsandhealthyeatingare oftenareas Activities focusing onhealth,suchasbabymassage, strengths inthechildren’s centres inspected thisyear. healthy andenjoyingachievingwere alsorelative this.Children’s outcomessupports inrelation to being and are ableto ensure thattheyembedpractice which centres are knowledgeableaboutsafeguarding matters were judgedasgoodoroutstanding.Mostchildren’s and are protected, where 87%ofchildren’s centres that children whobenefitfrom theirservices feel safe Skills forfuture(710) Engage inpositivebehaviour(710) Enjoy andachieve(710) Safe andprotected(710) Be healthy(710) Outcomes forusers(710) 67. 66. Figures are rounded anddonotalwaysaddexactlyto 100. 31 August 2011(percentage ofcentres) children’s centres inspected between1September 2010and

Figure 17 11 Outstanding 14 16 16 18 Findings from inspectionshowthatsome By farthestrongest area ishowcentres ensure 24 Outcomes for users:sub-judgementsof Good 54 63 56 60 64 Satisfactory 63 Inadequate 34 25 23 23 20 14 1 1 1 1 35 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s centres

68. In contrast, centres find it more difficult to 69. Children’s centres that are stronger in these provide or direct users towards services that will respects have more effective partnerships in place to enable them to develop skills beyond their immediate provide a range of information and support for parents needs. The weakest area inspected in children’s that meets their needs and improves their chances of centres was developing skills for the future. This entering training or employment, such as partnerships relates not only to the support that children’s centres with Jobcentre Plus, Citizen’s Advice Bureaux and provide to develop the skills of children, but also their adult learning providers. Often the starting point is important role in helping parents to achieve economic in encouraging parents to volunteer, helping them to stability and independence. In this area only 65% of gain additional skills which will be useful in improving children’s centres were judged as good or outstanding. their confidence. Good centres help parents to access These are important aspects of the work of children’s a range of basic courses designed to help them centres and are central to their ability to improve develop and support their family life, such as literacy outcomes for the whole family. or information and communication technology. They also provide help for those for whom English is an additional language to develop their reading and speaking skills. High participation rates in further education courses, and other opportunities such as

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The volunteering, are features of centres that offer good 36 services that canhelpthem. financial stability, withweaksignposting to other information inthesesettingsto helpparents secure improvement for theirfamilies. There isalackof skills thatparents needinorder to secure economic anddonotmatchthesetolearning opportunities, the centres mayoffer onlyalimited range oftraining and have onimproving outcomes for thefamily. These ortosupport assesstheimpactthattheseservices early intervention for children whoneedthemost services that children andfamilies need,to secure area havelimited systems inplace to identifythe manage children’s sleepingpatterns andbehaviour. to understandanddealwith issues suchashowto to developgoodparenting skills;thesehelpthem provide courses andinformation to newparents which are effective inbuildingfamilies’skillsalso links withotherchildren’s groups. Children’s centres communication and socialskills,for examplethrough effective useofresources to helpchildren develop such asteachers. Good oroutstandingcentres make often byemployinghighlyqualifiedprofessionals to helpchildren to progress intheirownlearning, are safe andwellcared for. These centres alsoaim employment intheknowledgethattheirchildren that theycanaccess for opportunities training and parents to, good-qualitychildcare provision, so 71. 70. esteem. that suchservices haveontheirconfidence andself- support. Adults comment positivelyabouttheimpact monitored andevaluated. of actionsandservices is rigour withwhichtheimpact a key weaknessisthelackof Inspection suggeststhat Children’s centres thatdolesswellinthis Effective children’s centres provide, orsignpost quality andimpactoftheservices theydeliver. their outcomes; andmore systematically evaluate the wellenoughto target thatsupport improvesupport; families inthelocalarea whoare mostinneedof to identifyandassesstheneedsofchildren and to become farmore rigorous inthe waytheyusedata and become more effective, children’s centres need improve quality, better meettheneedsoftheirusers than satisfactory in39%ofproviders. Inorder to children’s centres inspected thisyear, beingnobetter weakest ofalltheinspectionsub-judgementsin The useofevaluationto improve services wasthe of actionsandservices ismonitored andevaluated. weakness isthelackofrigourwithwhichimpact and canbeaccessed. Inspectionsuggeststhatakey of users,orensuringthattheseservices are available effective indeliveringservices thatmeettheneeds in providing care, butless guidance andsupport, 18 showsthatchildren’s centres are more effective better outcomes for children andtheirfamilies.Figure improve anddeliver thequalityofprovision further on whatchildren’s centres needto doinorder to Care, guidanceandsupport(710) Services meettheneedsofusers(710) Learning, developmentandenjoyment(710) Figures are rounded anddonotalwaysaddexactlyto 100. Quality ofprovision(710) 72. 31 August 2011(percentage ofcentres) children’s centres inspected between1September 2010and Assessment ofneeds(710)

Figure 18 Outstanding 15 17 17 The inspectionscarriedoutthisyearshedlight 23 36 Quality ofprovision sub-judgementsfor Good 56 60 65 54 Satisfactory 52 Inadequate 26 23 22 19 12 1 1 1 1 37 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

38 not representative ofthewholepopulationschools. a result, theschools inspected inanyoneyearare now fundamental nature oftheschoolwasunchanged. As no evidence ofadecline inperformance andthe not inspected ifthe annualriskassessmentshowed schools, withtheexception schools,were ofnursery inspected lessfrequently. In2010/11outstanding inspection inwhichgoodandoutstandingschoolsare and academiesamore risk-basedapproach to framework for theinspectionofmaintainedschools In 2009Ofsted introduced arevised inspection Key findings

inadequate. Three previously outstandingschoolsdeclinedto staff turnoverortheprofile oftheirpupils. a marked changeinterms ofseniorleadership, experienced adeclineinstandards overtimeand of theschoolhadchanged. The majority had following ariskassessmentorbecausethenature schools,werenursery selected for inspection declined. These schools,withtheexception of be outstandingthatwere inspected thisyear Forty percent ofschoolspreviously judgedto positive picture thanin2009/10. overall effectiveness grade. This isaslightlymore performance. Nearlyafifth received alower inspection andnearlyhalfmaintainedtheir their performance compared withtheirprevious schools inspected during2010/11improved that declineisaconcern. Around athird ofall between inspections.However, theproportion Schools are more likely to improve thandecline at 8%. schools were mostlikely to bejudgedinadequate, differences betweentypesofschool.Secondary of schoolsinspected lastyear. However, thismasks judged inadequate. This isadecrease from the 8% Six percent ofschoolsinspected thisyearwere education. have beendeliveringagoodorbetter standard of This showsthat70%ofschoolswere found to inspection judgementfor allschoolsinEngland. nation’ isgivenbylookingatthemostrecent A more representative picture ofthe‘state ofthe toThis isasimilarproportion thatfound lastyear. their pupilswithagoodoroutstandingeducation. inspected inthepast yearwere found to provide percentFifty-seven ofthe5,727schools

possible to buckthistrend. were judgedto beoutstanding,showingthatit is themostdeprivedpupils,7% the schoolsserving themostdeprivedpupils.However,serving of or outstandingcompared with48%ofschools the leastdeprivedpupilswere judgedto begood concern. Seventy-onepercent ofschoolsserving areas andmore advantagedareas isacontinuing the qualityofschoolsbetweensociallydeprived deprivation andweaker provision andthegapin There remains astrong relationship between inspected againthisyear. and were found to begoodorbetter when inspection hadachievedsubstantialimprovement schools judgedinadequate attheirprevious last year. Itisencouraging of thatoverafifth measures thisyear in comparison with20months average 18months to beremoved from special improvement hasincreased: schoolstook on concern thanlastyearandthepace oftheir There are nowfewer schoolsincategories of satisfactory capacity to improve. last twoinspectionsandhavenobetter than have beenjudgedsatisfactory for atleasttheir inspected thisyear, whichisnearly800schools, cause for concern. Fourteen percent ofallschools satisfactory or‘stuck’ schoolscontinues to bea to 46%thisyear. However, theslowprogress of which improved increased from 42%lastyear ofpreviouslyThe proportion satisfactory schools consistency andwassustained. approach wasappliedwithahighdegree of for successful reading, writingandspelling. The knowledge andskills. This laidthefoundations rigorous, systematic approach to teaching phonic in teaching children to read bysix hadavery schoolsthatwerethat primary mostsuccessful pupils to read. Ofsted’s evidence survey shows A key requirement ofschoolsisthattheyteach or outstandinglastyearto 54%thisyear. schools hasalsoimproved slightlyfrom 51%good 2009/10. The qualityofteaching insecondary overall. However, thisisaslightincrease from be goodoroutstandinginonly60%ofschools too muchissatisfactory. Teaching wasfound to The qualityofteaching isstilltoo variableand 39 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

The very large majority of schools are orderly places where pupils’ behaviour is judged to be Introduction at least good: where teaching is good pupils’ behaviour is usually at least good as well. Pupils’ 73. This has been a year of considerable change behaviour was good or outstanding in 87% of for the maintained schools sector, with further schools inspected this year compared with 86% government policy developments designed to tackle last year. However, it was less strong in secondary underperforming schools, lever up standards and schools, with 22% judged to have satisfactory improve the quality of teaching. The publication of behaviour and 2% inadequate behaviour. the White Paper in November 2010 highlighted more than ever the importance of good teaching if pupils Leadership and management are good or are to make good progress and schools are to close outstanding in 67% of schools inspected this the significant gaps in achievement between different year, which is similar to the previous year. Given groups of pupils.12 This theme reflects a key message the importance of leadership and management in in last year’s Annual Report, and is repeated again this securing school improvement, there is an urgent year: that the quality of teaching is too variable and need to build more capacity among school leaders too much is no better than satisfactory. in those schools that are not making enough progress, and particularly to tackle the variability 74. The context in which inspections of schools take in teaching within them. place is evolving. A major strand of the government’s education strategy has been to increase the number An important trend in education policy has been of academies and to open up the possibility of the increasing role that successful schools have becoming an academy to a wider spectrum of schools. played in supporting and working in partnership In May 2010, the government invited all outstanding with less successful schools. Ofsted visited 10 schools to consider the option of converting to federations of high-performing schools with academy status, and in November 2010 extended weaker schools for a survey carried out this year. that invitation to good schools to become academies In all 10 such federations teaching and learning, as part of a partnership of schools. This is leading achievement and behaviour had improved in the to a rapid expansion of the number of academies in weaker schools and good outcomes had been existence, and is beginning to change their nature. maintained in the high-performing school. They are no longer exclusively schools in deprived In 79% of all schools inspected this year areas with a history of underperformance. The number safeguarding procedures were judged to be good of academies inspected by Ofsted has increased to or outstanding. It is now rare for inadequate 75 this year from 43 in 2009/10 and this rise is set to procedures to be identified. This indicates that continue. Eleven of the academy inspections carried schools have considerably improved this area of out this year were of the new ‘converter’ academies. their work and take their responsibilities in this 75. A further theme of the White Paper is the role of area very seriously. highly effective schools in leading improvement and, Most of the academies inspected this year were in particular, supporting other less successful schools. sponsored academies where previously the Included in this Annual Report is some of Ofsted’s school had experienced a history of failure or low emerging evidence on how school to school support performance. Of the 75 academies inspected this is driving improvement in a small number of ‘support year, 40 were judged to be providing a good or federations’ and the leadership implications for outstanding education for their pupils and five headteachers who are leading more than one school. were inadequate. The proportion of academies It is likely that, as the number of academies grows and judged good or outstanding is similar to that for the role of local authorities in directly providing school all secondary schools, although within this the improvement services diminishes, these school-to- proportion judged outstanding was higher at just over a fifth.

12. The importance of teaching: schools White Paper, Department

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The for Education, 2010. 40 with previous yearsare not straightforward. of thewholepopulation ofschools,and comparisons inspected inanyoneyearare nownotrepresentative used for the Annual Report. As aresult, theschools that therefore contribute to theinspectionevidence performing schoolsthat are inspected eachyearand over recent yearshasreduced thenumberofhigher increasingly proportionate approach to inspection of schoolperformance are highlighted. Ofsted’s the following sectionthekey features anddifferences teaching andlearningpupils’achievement.In on whatmatters mostinschools–thequalityof landscape Ofsted’s inspectionsoffer acriticalinsight be introduced 2012.Withinthischanging inJanuary and emphasisinthenewinspectionframework to challenges andtheyare givenevenmore priority direct theadditionalfundingfrom thepupilpremium. schools mayhelpto inform howschoolschooseto underachievement. The lessonsfrom theseoutstanding pupils andweaken thelinkbetweendeprivationand as aresult, achieveoutstandingprogress for their individualpupilto every succeed,supporting andthat, circumstances, thatare absolutely committed to consistently challenging outstandingeducationinvery a wealthofevidence aboutthoseschoolsthatoffer funding willbe.However, inspectionhasidentified from inspection,whattheimpactofthisadditional eligible for free schoolmeals.Itistoo earlyto tell, to schoolsspecifically pupilswhoare to support pupil premium, whichisadditionalfundingprovided year. a key issueidentifiedbyinspectionscarriedoutthis implications for socialequityandmobilityremains the leastdeprivedcommunities. This hasserious be poorer, onaverage, thanthoseschoolsserving themostdeprivedcommunitiesserving tends to that thequalityofeducationoffered byschools slow to change.For manyyearsOfsted hasreported satisfactory. Muchofthisvariabilityispersistent and to buildcapacitywhere provision isnobetter than between schools;to sustaingoodperformance; and and inoutcomes for allgroups ofpupilswithinand challenges: to tacklethewidevariabilityinteaching 78. 77. 76. determinant ofschool improvement. common andtheireffectiveness willbeacritical structures willbecomeschool support increasingly Inspection continues to evolveto meetthese From April 2011schoolshavereceived thenew The educationsystem faces considerable are identified. inspected once inafive-yearcycleunlesssuch concerns risk assessmentprocess, andgoodschoolsare only for inspectionifconcerns are identifiedthrough this andsecondaryprimary schoolshaveonlybeenselected year inwhichtheyhadtheirprevious inspection. three yearsfromstarting theendofacademic schools, previously judged to beoutstandingorgood from nursery risk assessmentofallschools,apart prioritised for inspection.Ofsted nowcarriesouta the lasttwoyearslesssuccessful schoolshavebeen introduced inthe2009/10framework meansthatfor and qualifyingcomplaints. Ofsted’s attention, includingsafeguarding concerns inspection; andanysignificantissuesbrought to visitcarriedoutbyOfstedany survey since thelast and attendance overthree years;thefindingsfrom takes into account pupils’attainment,progress The riskassessmentfor andsecondary primary schools 79. Overall effectiveness nature ofthe schoolinspection mayalsobe brought forward. this purpose.Where there hasbeenafundamentalchange inthe working effectively. In2010/11Ofsted inspected 59schoolsfor schools inorder to checkthatthe riskassessmentprocess is 15. Ofsted alsoinspectsarandom sampleofpreviously good complaints, knownasqualifyingcomplaints. the Education Act 2005,asamended)to investigate certain 14. Ofsted hasspecificpowers(undersection11A-C of to theriskassessmentprocess taking place. nature, suchasanamalgamation,are selected for inspectionprior 13. Schoolsthathaveexperienced afundamentalchangeto their 80. would notbeinspected inthenextacademicyear. published andtheschoolswere informed thatthey units previously judgedto beoutstandingwere also assessments of47specialschoolsandpupilreferral they wouldnotbeinspected for atleastayear. Interim risk assessmentsandgoodschoolswere informed that inspecting thembutwouldcontinue to outannual carry schools were informed thatOfsted wouldnotbe publication ofaninterim assessment,outstanding an interim assessmentconfirming this. Following the performance haddeteriorated andOfsted published 2,659 ofthesethere wasnoevidence to suggestthat previously judgedto begoodoroutstanding.In andsecondaryrisk assessmentsofprimary schools Since 1September 2010previously outstanding This more proportionate approach to inspection 15 This yearOfsted carriedout2,772 14 13

41 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

Figure 19 The overall effectiveness of schools 82. The impact of risk assessments on the sample of inspected between 1 September 2005 and 31 August 2011 schools inspected in any one year is that many fewer (percentage of schools)16 previously outstanding and good schools are inspected than would be the case if a proportionate approach to 2010/11 (5,727) inspection were not employed. The sample is therefore 11 46 38 6 not representative of the performance of all schools 2009/10 (6,171) in the country. A more representative picture is given 13 43 37 8 by looking at the most recent inspection results of

Introduction of new section 5 framework all schools. Although in some cases these inspections 2008/09 (7,065) took place a number of years ago, this nonetheless

19 50 28 4 provides an indication of the overall performance of schools, as well as trends over time. Figure 20 shows 2007/08 (7,866) the most recent inspection result for all schools open 15 49 32 5 on 31 August 2011 compared with all schools open on 2006/07 (8,323) 31 August 2010. 14 47 34 6 Figure 20 The most recent overall effectiveness 2005/06 (6,128) judgements for all schools open on 31 August 2011 11 48 34 8 compared with the most recent inspection judgement for all

Outstanding Good Satisfactory Inadequate schools open on 31 August 2010 (percentage of schools)

Figures in 2010/11 include pilot inspection outcomes. 2010/11 (21,845) Figures are rounded and do not always add exactly to 100. 20 50 28 2

2009/10 (22,008)

81. This was the second full year of inspections 18 50 30 3 using the school inspection framework introduced in 2009/10. Figure 19 shows that the percentage Outstanding Good Satisfactory Inadequate of schools judged good or outstanding this year Figures in 2010/11 include pilot inspection outcomes. is similar to last year. There has been a fall of two Data include inspection outcomes for predecessor schools that have percentage points in the proportion of schools converted to academy status in 2010/11. judged to be outstanding, which has been offset by Figures are rounded and do not always add exactly to 100. a three percentage point increase in the proportion of schools judged to be good. The fall in outstanding provision will have been influenced by the increasingly proportionate approach to inspection. This year Six per cent of the schools only 3% of the schools selected for inspection had previously been judged to be outstanding compared inspected this year were found with 8% last year. Six per cent of the schools to be inadequate. The two inspected this year were found to be inadequate. The two percentage point fall compared with last year is percentage point fall compared encouraging. with last year is encouraging.

16. This year Ofsted also conducted 145 pilot inspections to test the new inspection framework for January 2012. The overall effectiveness outcome is included in data for this academic year.

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The All other judgements are excluded. 42 between 2009/10and2010/11. majority ofschoolswouldnothavebeeninspected set outinprevious inspectionframeworks andthatthe severalundertaken yearsagoandagainstthecriteria this analysisincludestheoutcomes ofinspection three years.However, itmustberecognised that overall hasremained relatively stableoverthelast framework. Inotherwords, thequalityofschools in 2008/09,thefinalyearofprevious inspection to inspectionjudgementsfor thoseschoolsinspected inadequate. Itisalso asimilarprofile ofperformance slight decrease judgedsatisfactory inthe proportion or increase judgedoutstandinganda intheproportion and 31 August 2011,althoughthere wasaslight inspection changedlittlebetween31 August 2010 of performance for schoolsintheirmostrecent schools inspected. Second, itshowsthattheprofile of therisk-assessmentprocess onthesampleof Figure 19)andprovides anindicationoftheimpact schools judgedgoodoroutstandingthisyear(see is aconsiderably thanthe57%of higherproportion or outstandingattheirmostrecent inspection. This First, itshowsthat70%ofschoolswere judgedgood Figures are rounded anddonotalways addexactlyto 100. Figures includepilotinspectionoutcomes. 83. (percentage ofschools) inspected between1September 2010and31 August 2011 Pupil referralunit(129) Special (328) Sixth form(618) Secondary (894) Primary (4,250) Nursery (126) All schools(5,727)

8 Figure 21 11 Outstanding 14 15 15 Figure 20illustrates features. twoimportant 28 46 The overall effectiveness ofschools Good 47 38 46 42 50 48 Satisfactory 46 40 40 38 Inadequate 41 29 20 8 8 6 5 5 4 2 following. Figure 21showsthe types ofschool.Inparticular differences inoverall effectiveness betweendifferent thisyearcontinueundertaken to showconsiderable the previous inspection framework. The inspections in 2009alsosetsahigherbarfor performance than for inspection. The inspectionframework introduced in whichweaker schools were deliberately targeted the sampleofschoolsinspected during2010/11, 84.

this phaseremained similarto lastyear. provision judgednobetter thansatisfactory for compared with2009/10. of The proportion schoolsjudgedoutstanding ofprimary proportion there wasaonepercentage pointfallinthe was once phase. againintheprimary This year ofoutstandingprovisionThe lowestproportion schoolsarenursery notsubjectto riskassessment. be astrong feature. Unlike othertypesofschool, being judgedoutstandingorgoodcontinues to schools ofnursery highproportion The very providers were selected onthe basisofrisk. and pupilreferral unitsandpreviously outstanding assessments were carriedoutfor specialschools fact that2010/11wasthefirstyearinwhichrisk respectively. This islikely to beinfluenced bythe last year–bysevenandsixpercentage points, provision dropped sharplyincomparison with in bothsectors ofoutstanding theproportion being judgedgoodandoutstanding,although well overall, with76%and65%,respectively, Special schoolsandpupilreferral unitsperformed a large ofprovision proportion isonlysatisfactory. Only 2%ofsixthforms are judgedinadequate, but schools fell from 11%lastyearto 8%thisyear. However, ofinadequate theproportion secondary judged inadequate thananyothertypeofschool. Secondary schoolsare stillmore likely to be ofinadequatehigher proportion provision. ofoutstandingprovisionhigher proportion anda schools,withbotha polarised thanthatofprimary The performance ofsecondary schoolsismore Figure 21setsoutthe overall effectiveness of 43 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

85. As part of each inspection, parents are asked 87. Through the questionnaires parents are also to inform the inspection team of their views about asked how able they feel to support their child’s the school. They can inform inspectors through a learning. Although parents who respond are generally variety of methods, including the use of a confidential very positive about this, 8% of parents disagreed with parents’ and carers’ questionnaire. Inspectors take the statement ‘The school helps me to support my these comments and responses into account as they child’s learning’. However, parents’ dissatisfaction with carry out the inspection. In 2010/11 Ofsted received other aspects of the same schools, such as behaviour, responses from parents or carers of over one-quarter tended also to be high and many of the schools with of the pupils in the schools inspected. these issues were found to be inadequate overall at their inspection. Figure 22 Parents’ responses to the statement ‘Overall, I am happy with my child’s experience at this school’ Figure 23 Change in overall effectiveness of schools (percentage of parents responding) inspected between 1 September 2010 and 31 August 2011 compared with their previous inspection (percentage of Strongly agree schools) 52 Outstanding at previous inspection (163) Agree 60 40 42 Good at previous inspection (2,649) Disagree 16 53 31 4 Satisfactory at previous inspection (2,354)

Strongly disagree 46 46 9

1 Inadequate at previous inspection (411)

No response 93 7

2 All schools with a previous inspection (5,577)

34 47 19 Based on proportion of parental questionnaire returns (315,182). Figures are rounded and do not always add exactly to 100. Improved Same Declined

This figure includes the 5,577 schools with a previous section 5 inspection 86. Overall, parents remain very positive about the judgement. quality of education that their child receives. An Schools that were previously outstanding and inspected this year include analysis of 315,182 parental questionnaires returned nursery schools, which are subject to routine inspection; primary schools, secondary schools, special schools and pupil referral units that have been from 3,679 inspections shows that 94% of the parents selected on the basis of risk; and schools selected because of a change in who responded were positive overall about their their fundamental nature. child’s schooling. These results are consistent with Data exclude 10 academy converters. the previous year, when 93% expressed a positive Figures are rounded and do not always add exactly to 100. opinion overall. The lowest proportion of strongly positive comments came in response to the question, 88. Figure 23 compares schools’ overall effectiveness ‘The school takes account of my suggestions and this year with their previous inspection. Overall concerns’, but even here 85% of parents either agreed around a third of schools inspected this year had or strongly agreed with the statement. improved since their previous inspection, under half had maintained their performance and just under one fifth had declined. This represents slightly better performance than last year when 29% of schools improved and 23% declined. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

44 communication skills. less effective development ofpupils’language and In somecases theseweaknesseswere leadingto planning andassessmentwere beginningto emerge. limited impactonteaching sothatweaknessesin schools, seniorleaderstended to behavingonlya in thequalityofteaching wasnotnoticed. Inthese the extent fell oflessonobservation sothat adecline then alloweddeclineto setin–for examplewhen lack ofrigourinschoolmonitoring andself-evaluation ofhigh-qualitypractice,the normaldelivery anda failed to recognise theimpactofsuchpressures on over theschool’sfuture. Governingbodiessometimes in theleadershipofanothercentre oruncertainties on theseniorleaderssuchasbuildingworks,sharing many cases,thiscoincided withadditionalpressures from outstandingto goodatthisyear’sinspection.In performance andstability, schoolsdeclined 12nursery sustain theirhighlevelsofperformance. flourish. For alloutstanding schools thechallengeis to success isnoguarantee thatschoolswillcontinue to underlines thefactthataprevious track record of assessment inorder to improve teaching. This and evaluation,orensuringtheconsistency of refocus energies onkey processes suchasmonitoring In mostcasesinspectors made recommendations to that thedrivefor continuous highqualityhadfaltered. been givento stabilisingmanagement orteaching, so or theprofile oftheirpupils. Asa result, priorityhad of seniorleadership,thestabilitytheirstaffing, majority hadexperienced asignificantchangein terms standards ofattainmenthadalsodeclined. The this yearfrom outstandingto goodorsatisfactory, procedures. In59%oftheschoolswhichdeclined weaknesses inbothgovernance andsafeguarding than satisfactory and inspectors identifiedmajor substantially, thequalityofteaching wasnobetter to inadequate, pupils’achievementhadfallen judged inadequate. Inthethree schoolsthatdeclined schools declinedto satisfactory andthree were majority are nowjudged to begood.However, 11 declined since their previous inspection,thelarge of riskassessment. performance islesssecure for inspectiononthebasis of selectinggoodandoutstandingschoolsinwhich their performance. This figure reflects Ofsted’s policy outstanding schoolsinspected were unableto sustain 91. 90. 89. In asector withagenerally highlevelof Of the40%ofoutstandingschoolswhichhad Nearly athird ofthose previously goodor much ontrust. in aninherently challengingsector, theyaccepted too without sufficientchallenge;attimesofchangeand overgenerous self-review judgementswere accepted because monitoring wasnot rigorous orbecause the governingbodyknewtoo littleabouttheschool likewith anything enoughurgency. Mostcommonly, teaching anddidnotaddress emerging weaknesses were notwellenoughinformed aboutthequalityof the deterioration inquality. Several oftheseschools and middleleaderswasalsoafactor contributing to precision aboutthe roles andresponsibilities ofsenior previous inspection andinmanycasesalackof there hadbeenachange ofheadteacher since the difficulties. Inapproximately athird oftheseschools where pupilshadbehavioural, socialandemotional severe andmultiple learningdifficultiesandothers varied innature, pupilswith including someserving The schoolswhichdeclinedfrom outstandingwere good orsatisfactory, butsixwere judgedinadequate. 35 from good.Most oftheseschoolsdeclinedto including 10whichdeclinedfrom outstandingand number ofsuccessful specialschoolsalsodeclined, to improve isalsojudged nobetter than satisfactory. just overthree oftheseschools theircapacity quarters have declined. This represents over1,250schools.In and inspected thisyearremain stuckatsatisfactory or over halftheschoolspreviously judgedsatisfactory inspections. of specialmeasures infour ormore monitoring decrease ofschoolscoming intheproportion out Ofsted monitoring inspectionsandasubstantial of schoolscoming outofspecialmeasures aftertwo corresponds to asubstantialincrease intheproportion this yearcompared with20monthslastyear. This be removed from specialmeasures was18months than lastyear;theaverage timetaken for schoolsto schools improved, buttheyhavedonesofaster cases, thanlastyear. Notonlyhavemore inadequate schools thathaveimproved isslightlyhigher, inboth ofsatisfactorythat theproportion andinadequate sustained periodoftime.Itistherefore encouraging their performance ormaintainitatahighlevelover 92. 94. 93. This yearthequalityofasmallbutnotable Nonetheless, itremains aseriousconcern that The challengefor allschoolsisto eitherimprove 45 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

95. Under the inspection arrangements introduced 99. In the schools where progress was only in 2009, Ofsted carries out monitoring of satisfactory satisfactory, while there may have been some schools which provides critical evidence of what these improvements in pupils’ achievement, these were not schools need to do to improve. Schools may receive a found consistently across the school. Some attention monitoring visit if the capacity to improve judgement had been given to improving the quality of teaching at their previous inspection was only satisfactory, if and some teachers had benefited greatly from these an element of their provision was judged inadequate, approaches. In other cases, the efforts to improve or if pupils’ standards or progress are significantly teaching had not brought about the desired results. below average. There were 770 schools previously This was often due to schools not being sufficiently judged to be satisfactory which received a monitoring clear about what needed to be improved and trying visit this year to evaluate their progress in making to make too many changes without the necessary improvements and demonstrating a better capacity to consideration and prioritisation. improve. 100. In the schools judged to be inadequate in making 96. Last year’s Annual Report found that the improvements, there remained significant difficulties progress being made by satisfactory schools that had in improving standards. In primary and secondary received a monitoring visit was too slow. This year schools the efforts of senior managers to improve the picture is slightly better, but not good enough the quality of teaching were taking too long to have overall: in 40% of these visits schools’ progress a positive impact. Frequently these schools had an was judged to be good compared with less than a insecure understanding of what constituted effective third of schools visited last year. However, only five teaching and this created difficulties when monitoring schools were making outstanding progress and in was undertaken by senior staff. In addition, 64 schools, just over 8%, progress was judged to be weaknesses which are common in many schools inadequate. Therefore, although the picture is better making satisfactory progress, such as in assessing this year, there still remains considerable scope for pupils’ progress and planning carefully for individual improvement, as teaching is not being improved needs, were more significant and more deeply rooted sufficiently to drive pupils’ progress. in schools in which progress was inadequate. These problems were sometimes exacerbated by local factors 97. In schools where progress was judged good, such as the absence of the headteacher or an inability there had been a substantial shift in the rate of pupils’ to appoint enough highly skilled and experienced progress. This was typically due to improved teaching. staff. Teachers were expecting more from the pupils; they were engaging more effectively with them and greater attention was being given to carefully assessing and then meeting their learning needs. Last year’s Annual Report found that the progress being 98. The leadership of the headteacher and the senior management team was also crucial in securing made by satisfactory schools improved outcomes for pupils at schools that had been stuck at satisfactory. In previously stuck that had received a monitoring schools making good progress there had been a visit was too slow. This year the transformation in their approach to professional picture is slightly better, but development and their drive for consistency, especially in teaching. These schools had created an environment not good enough overall. where key leaders focused relentlessly on improving the consistency and quality of teaching and ensured that staff learnt continually from the influence of the best practice in and beyond the school. There was a clear understanding among staff that the senior leaders saw teaching, and its impact on learning, as the major business of the school. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

46 education system. Addressing thisisoneofthekey challengesfor the reinforcing inequalityand reducing socialmobility. significant impactonthelife chances ofmanypupils, This variationinperformance continues to havea themostdeprivedcommunities.of schoolsserving deprived pupilswere outstandingcompared with7% the least of thespectrum17%schoolsserving theleastdeprived. school serving At theotherend is four timesmore likely to beinadequate thana themostdeprivedpupilsincountryserving of deprivedpupilsattheschoolincreases. A school or outstandingdeclinessteeply astheproportion ofschoolsjudgedgood shows thattheproportion factor influencingthequality ofschools.Figure 24 101. Figures are rounded andmaynotaddexactlyto 100. analysis becausetheIDACI measure isnotavailablefor theseschools. Nurseries, pupilreferral unitsandhospitalschoolsare excluded from this pupils. ‘Most deprived’indicates the20%ofschoolswithmostdeprived Index (IDACI) 2010. groups schoolsbyquintilesofdeprivation. The chart 2011asmeasuredJanuary bytheIncome Deprivation Affecting Children isbasedonthedeprivationofpupilsschoolroll in This chart and thequalityofschools The relationship betweendeprivation deprivation (percentage ofschools) between 1September 2010and31 August 2011by Most deprived(1,213) Deprived (1,276) Less deprived(1,027) Least deprived(780) Average (1,169)

7 8 Figure 24 8 13 Outstanding 17 Deprivation continues to beasignificant Overall effectiveness ofschoolsinspected 41 42 Good 45 49 54 Satisfactory 43 42 41 Inadequate 36 27 8 8 6 2 2 make sustainedprogress. standards, deprivedpupilsstruggleto schoolsserving and ambition,orhavelimited capacityto driveup staff. Where seniorleaderslackthiscommitment excellent professional developmentinplace for their of consistency inteaching andlearning,have achievement. highlevels These schoolsachievevery are criticalfactors inbreaking downbarriersto a determination to delivergoodteaching for all, for pupilsirrespective oflowpriorattainmentand and governors,withhighlevelsofexpectation committed ofschoolleaders ambitiononthepart evidence hasconsistently shownthatsustainedand deprivation. However, Ofsted inspectionandsurvey difference inthequalityofschoolsaccording to a third were located intheLondon area. deprived communities were from urbanareas andover trend. Almost alloftheseoutstandingschoolsserving demonstrate thatitisclearlypossibleto buckthe deprived pupilsthatwere judgedoutstanding inspected schools. andin92%ofnursery schools be goodoroutstandingin75%ofprimary school. Provision for theearlyyearswasjudgedto grade awarded for theoverall effectiveness ofthe Foundation Stage. This judgementcontributes to the judgement for theirprovision oftheEarly Years five currently receive aseparate overall effectiveness 103. 102. 104. Years Foundation Stage The qualityofeducationintheEarly A complex range offactors contributes to the However, themost the7%ofschoolsserving Schools whichhavechildren belowtheageof 47 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

105. Despite these particularly strong outcomes there 106. Inspectors make judgements about pupils’ was a substantial difference in the percentage of achievement by combining their evaluation of the different types of school being judged as outstanding progress made by pupils with an assessment of their for the Early Years Foundation Stage. In nursery standards of attainment. This is a key judgement schools, which form a relatively small and specialist and in most schools it correlates with the judgement sector and are not subject to risk assessment, 47% made about the overall effectiveness of the school. of foundation stage provision was judged to be While inspectors’ judgements on pupils’ attainment outstanding compared with 9% in primary schools. form an important part of the overall judgement on The quality of leadership and management of the achievement, the rates of progress that pupils make Early Years Foundation Stage in nursery schools from their starting points are often more significant was considerably better than that found in primary and reflect the impact of what the school does. schools. Where leaders have been most effective in Attainment judgements are based on how well pupils the Early Years Foundation Stage, they have focused perform in national tests and examinations over a on developing a common approach to promoting three-year period as well as the attainment levels children’s early learning and development that has observed by inspectors in lessons and in their scrutiny been articulated clearly and implemented consistently of the pupils’ work. The historical data are considered throughout the school. This tends to lead to more alongside what the school is currently achieving for effective teaching and results in better rates of its pupils. Progress is also looked at over time so that progress by the children. inspectors can consider the school’s track record as well as the progress achieved for the pupils currently being educated by the school.

Pupils’ achievement 107. A judgement that pupils’ progress is good will often lead to a similar judgement about achievement, Figure 25 Pupils’ achievement and the extent to which even where standards of attainment are below they enjoy their learning in schools inspected between average or low. In these cases the schools are making 1 September 2010 and 31 August 2011 (percentage of a significant difference for their pupils and good schools) and improving rates of progress are reflected in an improving trend in attainment, with ambitious and Nursery (123) convincing improvement targets for the future. Of the 33 59 7 schools inspected this year, 57% were judged to be Primary (4,160) good or outstanding for pupils’ achievement, a similar 7 48 40 5 figure to last year. However, in too many schools the Secondary (859) attainment and the progress of pupils are not good

12 41 40 7 enough. Special (317) 108. The close correlation between the judgement 16 60 21 3 made for pupils’ achievement and that for the

Pupil referral unit (123) overall effectiveness of the school identified in the

2 63 31 4 2009/10 Annual Report has continued this year. In over 94% of inspections the same judgements were All schools (5,582) made for both aspects of a school’s performance. 9 48 38 5 However, the correlation between the grades awarded for pupils’ attainment and schools’ overall Outstanding Good Satisfactory Inadequate effectiveness continues to be much less strong. Figures are rounded and do not always add exactly to 100. The same judgement was made for attainment and overall effectiveness in just 56% of schools. In comparison, in 38% of schools the judgement for overall effectiveness was higher than that for attainment. In the large majority of these schools both pupils’ progress and their achievement were good or

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The outstanding. 48 which weaker schoolswere selected for inspection. context ofaproportionate approach to inspection in were performing belowthe2015floorstandard, inthe the sampleofsecondary schoolsinspected thisyear for manysecondary schools.For example,38%of impetusfora challengeandfurther improvement floor standards set for 2011/12and2015willpresent year, 96fell belowthe35%floorstandard. Thenew minimum expectationsofattainment. Stage 4,andtheschoolisperforming belowthe mathematics andEnglishfrom Key Stage2to Key average make theexpected amountofprogress in ofpupilsthanthenational if alowerproportion will beconsidered to havenotmetthefloorstandard has alsointroduced aprogress measure sothatschools 2011/12 andthento 50%in 2015. The government mathematics. This floorstandard isrising to 40%in GCSEs atgrades A* to CincludingEnglishand schools was35%ofpupilsachievingfiveormore 2010/11 theexpected floorstandard for secondary minimum performance expectationsfor schools.In intention to setmore challenging‘floorstandards’ or which theywere capable. consequently notachieving thehigherstandards of reflect goodenough progress andmanypupilswere potential. Their above-average attainmentdidnot attained bypupils,whowere notachievingtheir there wasalevelof complacency aboutthestandards The key factor inmanyoftheseschoolswasthat inadequate andpupils’ progress wasnotgoodenough. effectiveness wasjudgedto beeithersatisfactory or was judgedto beaboveaverage orhigh,butoverall 111. 110. 109. this year. hascontinuedAnnual Report identified inthe2009/10 effectiveness oftheschool and thatfor theoverall made for pupils’ achievement between thejudgement The closecorrelation Of the894secondary schoolsinspected this In June2011thegovernmentannounced its In 130schoolsinspected thisyearattainment recently emerged from specialmeasures. just received theirfirstfullinspectionandonehad points. Four oftheseschools were academiesthat had make more rapid progress from previously lowstarting own dataindicated thatpupilswere beginningto evidence from andtheschool’s lessonobservations such asfederation. Intheserapidly improving schools or governance arrangements, orstructural changes many casesasaresult ofstrengthened leadership in terms ofbothpupils’ attainmentandprogress, in of theseschoolswere onarapidly improving trajectory standard were judged to be good or outstanding. Most minority ofschoolswhichfell belowthe40%floor accelerate theirrate ofprogress. However, small avery schools needto make significantimprovements and oftheseareand nearlyaquarter inadequate. These standard are judgedto benobetter thansatisfactory, inspected thisyear and notachievingthe40%floor progress haveanumberofcommon characteristics. with lowpriorattainmentwhothenmake rapid very progress. Secondary schoolswhichreceive pupils that pupilswithlowpriorattainmentmake accelerated how schoolscanhelpto ‘closethegaps’byensuring inspected thisyear. judged to begoodoroutstanding in58%ofschools the qualityofpupils’learningandtheirprogress were speaking Englishasanadditionallanguage.Overall, pupils; pupilsfrom lowincome backgrounds; orpupils backgrounds; boysandgirls;giftedtalented special educationalneeds;thosefrom minorityethnic different groups ofpupils,for example:pupils with is significantvariationintheprogress madeby possible. This includesidentifyingwhetherthere consider whetherallare makingthebestprogress when evaluatingtheachievementofpupilsand 112. 114. 113. The large majorityofsecondary schools There continues to bemuchdiscussionabout Inspectors draw onawiderange ofevidence 49 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

Secondary schools that wish to ‘close the teaching that is of consistently high quality gaps’ by ensuring accelerated progress for all because of teachers’ own enthusiasm, deep need to consider: subject knowledge, ability to use effective learning activities and adroit use of assessment senior leadership that is ambitious, relentless techniques to ensure constant challenge for all and openly articulates a philosophy of students excellence for all pupils irrespective of their starting points well-planned transition and induction arrangements for students with effective middle leaders who fully sign up to the vision partnerships underpinning students’ of their leaders and who transmit this to all transition into further education, training and colleagues and ensure that it is reflected in the employment. quality of teaching

a governing body that knows the school well 115. A specific judgement is also made for the quality and continues to challenge the senior leaders to of learning for pupils with special educational needs improve and/or disabilities and their progress. This forms an systems for monitoring and evaluation important aspect of inspectors’ overall judgement on that identify any emerging areas of achievement, and was judged good or outstanding in underperformance so that they can be tackled, 63% of schools inspected this year. This is a slight fall and that also link seamlessly into high-profile compared with last year, when 65% of schools were staff development programmes good or outstanding. the involvement of groups of staff in planning 116. Despite the fact that in the majority of schools and taking responsibility for improvements inspected this year progress made by pupils with special educational needs was judged to be good sophisticated systems to ensure that the issues or outstanding, inspections revealed substantial facing every pupil are known, tailor-made variations in how well schools supported pupils with support is provided and failure is never seen as special educational needs. In those schools which were an option least effective teachers lacked clarity about why pupils a high-profile approach to promoting better were underachieving and, although interventions attendance and setting high standards of and ‘catch up’ were used effectively in Year 6, day- behaviour, consistently followed by all staff at to-day provision and intervention in other years the school were not good enough and as a result pupils were making insufficient progress. In these schools poor investment in developing partnerships with achievement was related to teachers’ low expectations parents that enhance parents’ ability to support of what pupils could do, weak ongoing assessment of their children’s learning their progress and, in some, a lack of differentiation a challenging but flexible curriculum, which in teaching. These weaknesses mirror some of the provides stimulating and relevant learning and concerns set out in Ofsted’s Special educational needs 17 genuine and worthwhile choices in learning and disability review published last year. pathways; in many schools, the specialisms add a distinctive extra flavour to the options available a sharp focus in the younger year groups, in particular on basic skills, especially literacy, with targeted intervention for those students with low levels of attainment in reading and writing

a rich diet of extra-curricula activities to engage 17. The special educational needs and disability review (090221), students’ wider interests Ofsted, 2010. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

50 quality assured to ensure effectiveness. alternative curriculum wasinplace, thiswasrigorously developed to matchtheneedsofpupilsand,where an the curriculumhadbeeneffectively designedand In outstandingsecondary schools,inparticular, and carers aboutlearning aswellpastoral issues. schools tended to havestrong linkswithparents there wasanyindication ofunderachievement. These could respond quicklywithtargeted interventions if and tracking ofpupils’ progress meantthatschools from different points.Careful assessment starting expectations’ shouldlooklike for pupilsprogressing achieve. Specifically, teachers understood what‘high those withspecialeducationalneeds,could doand had highexpectationsofwhatallpupils,including Figures are rounded anddonotalwaysaddexactlyto 100. form for whichtheevaluationofteaching isakey element. showsthejudgementsonqualityofprovision inthesixth This chart There isnoindividualjudgementonthequalityofteaching insixthforms. The qualityofteaching 117. (percentage ofschools) between 1September 2010and31 August 2011 Pupil referralunit(123) Special (317) Sixth form(617) Secondary (859) Primary (4,160) Nursery (123) All schools(5,582) 3 4

6 Figure 26 8 Outstanding 15 15 In contrast, inthemosteffective schoolsteachers 40 The qualityofteaching inschoolsinspected 51 Good 53 54 46 67 60 Satisfactory 52 Inadequate 42 39 38 37 24 22 8 3 3 3 2 2 2 in thenextsteps intheirlearning. and provide ongoingfeedback to pupilsto guidethem teaching andlearningduringlessonsovertime, points,toneeds andstarting make adjustmentsto good useofassessmentto understand pupils’learning dimension examinedhere ishowteachers make very and dialoguethattakes place inthelesson. The final expectations. The second isthequalityofinteraction executed, andhowthisprocess isinformed byhigh with whichlessonsare planned,structured and dimension explored inthissectionistheeffectiveness different dimensionsofoutstandingteaching. The first between different typesofschool. inadequate. These characteristics differ little very teaching whichisno better thansatisfactory or conversely, thekey weaknessesthatcontribute to what constitutes goodoroutstandingteaching and, provideinspections andsurveys aclearinsightinto the outcomes from inspectionslastyear. Ofsted and thesefigures show littleimprovement on teaching isakey focus oftheinspectionframework, and isonlyoutstandinginaround 4%. The qualityof and secondary schoolsisnobetter thansatisfactory serious concern thatteaching inover40%ofprimary inadequate thisyear injust3%ofschools,itisa where teaching isoutstanding: expectations ofwhatallpupilscanachieve.Inschools and execution are consistently informed byhigh understanding andthewayinwhichlessonplanning to sustainpupils’concentration anddeveloptheir planned lessons,therightmixofactivitieschosen 119. 118. 120.

subject acquisition oftheskillsrequired for mastery ofthe resources to ensure secure progress inlearningand planned, andteachers useagoodrange of the sequence oflessonsandactivitiesiswell wasted timeinlessons the pace oflearningiswell-judgedandthere isno andchallenge support needs of pupils of all abilities are given appropriate learning andseekto ensure thatthestrengths and teachers havehighexpectationsofallpupils’ The following paragraphs focus onthree Although teaching has beenjudgedto be Good-quality teaching dependsoneffectively 51 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

lessons are interesting, may deal with there is a creative and appropriate balance contemporary issues and developments of between teacher-directed learning, which sets relevance to the pupils, and include a range of the framework in which the learning takes place, activities, including practical sessions and out-of- and independent learning, which allows pupils classroom activities, which help to motivate pupils to explore questions and solve problems in more and maximise learning depth imaginative and effective use is made of the where appropriate, there are good opportunities internet, interactive whiteboards and other for pupils to make choices, ask questions, find technical resources to bring variety to lessons and answers, collaborate, listen, discuss, and debate to gain access to a wealth of resources. and present their work to their peers so that others can comment. This adds depth to pupils’ 121. In contrast, where teaching is no better than understanding and develops confidence and satisfactory, planning tends to be too focused on communication skills covering content during lessons rather than being clear what the pupils should learn and how the lesson the interaction between the teacher and the pupils fits into a sequence of work. Activities tend to be is positive but challenging and relationships are insufficiently challenging, are not well matched to the well managed: teachers take care to build up needs of the pupils and often based on procedural pupils’ confidence and encourage them to take on and descriptive work. The level of challenge for more new challenges in their learning able pupils is a particular issue. Lessons and learning support staff, where available, are well directed, are not well-paced, with time lost on unproductive have clear roles and provide good support for activities such as copying out the objectives for the individuals and groups, which deepens their lesson, completing exercises without sufficient reason, understanding. or simply spending too long on one activity. Pupils’ work often shows that, although there are episodes 124. Lively interaction tends to be lacking where of effective learning, there is an emphasis on low- teaching is no better than satisfactory. In these level tasks which do not develop their knowledge and lessons pupils listen to the teacher for too long, understanding systematically. and there is not enough emphasis on getting pupils to speak and participate meaningfully. Too often 122. Where teaching is least successful, the tasks set teachers’ weak subject knowledge is reflected in occupy pupils rather than engage and challenge them explanations and responses to pupils that add and develop understanding. This is particularly the little to their understanding. There are not enough case in some schools where there is an over-use of opportunities for enquiry through research, discussion, worksheets and an over-reliance on a narrow range of collaboration and allowing pupils to use their initiative. textbooks. There are times when it is difficult to assess, In the weaker lessons observed, a tendency to ask from watching and listening to them, what the pupils closed questions means that pupils give simply factual really know and understand because the teaching does low-level responses. In these cases the teachers not give them an opportunity to show it. themselves elaborate on a pupil’s initial response 123. The next key characteristic which distinguishes rather than probing them to explore the ideas more effective from poor teaching is the quality of dialogue deeply, and debate or share views. Teachers’ questions and interaction that takes place in the classroom. can often be focused on low-level cognitive activity Where teaching is outstanding: and not sufficiently on extending or reinforcing pupils’ understanding. based on good subject knowledge, teachers explain things clearly, anticipate pupils’ misconceptions, select their teaching strategies judiciously, and target the use of high-quality questioning so that all pupils are involved and understanding is developed The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

52 Where itisusedwell,teachers: ofthebestteaching byinspectors. observed the heart highly effective useofassessment byteachers is at strong linkto thejudgement for teaching, and the this year, which issimilarto lastyear. There isavery good oroutstandinginjust54%ofschoolsinspected this year. and thisremains thecaseininspectionsconducted Ofsted asoneoftheweakest elementsofteaching improve. Assessment haslongbeenreported by feedback andunderstandwhattheyneedto doto pupils. Where assessment isgoodpupilsreceive clear their teaching ‘inreal time’to theneedsof understanding andensures thatteachers canadapt within lessonsenablespupilsto demonstrate their good andoutstandingteaching. Effective assessment inform thenextsteps inlearningisatthecore of progress, establisheswhathasbeenlearntandcan pointsandunderstanding,checks pupils’ starting in theirlessons. Assessment thatclearlyidentifies their teaching to theneedsofindividualpupils in whichteachers use assessmentto differentiate teaching isthequality ofassessmentandtheway 126. Figures are rounded anddonotalwaysaddexactlyto 100. 125. August 2011(percentage ofschools) in schoolsinspected between1September 2010and31 Pupil referralunit(123) Special (317) Secondary (859) Primary (4,160) Nursery (123) All schools(5,582) 3 5

6 Figure 27 9 Outstanding 15 As Figure 27shows,assessmentwasjudgedto be The finalelementofgoodoroutstanding 41 38 The use of assessment to support learning The useofassessmenttolearning support 49 48 Good 58 55 Satisfactory 46 54 43 43 Inadequate 30 27 14 5 4 4 3 3 class. generally pitchedonlytowards theaverage levelofthe different levelsofprogress meansthatworkis quality ofteaching. A weakunderstandingofpupils’ assessment isnoteffective, itdirectly affects the specific comments to helppupils to improve. Where imprecise markingofwritten work,lackingsubject- level, poorassessmentisoftencompounded bythe to assesspupils’progress accurately. At secondary in subjectknowledgemeanthattheyare notable sector,in theprimary teachers’ ownweaknesses skills andunderstanding.Insomecases,particularly objectives, especiallyinrelation to progression in assessment isinsufficiently focused onsubject-specific rest oftheclassisready to moveon.Inaddition, one pupilhasanswered aquestionsuccessfully, the including teachers’ readiness to assumethatbecause there ispoormonitoring ofprogress duringlessons, quality ofteaching overall, isonlysatisfactory, where assessment,andconsequently oftenthe assessment effectively to structure learning. an insightinto howschoolscanstrugglewithusing in secondary schools,isthatteachers identifythe practice noted ininspectionsof English,particularly so thatallpupilsmake progress. The mostcommon in theclassroom leadingto adjustmentsinteaching and interests ofallpupils,withcontinuous assessment differentand schemesofworkmeetthevery needs teachers struggleto ensure thatindividuallessons essential taskfor teachers. Itpointsoutthatsome notessurvey thatdifferentiation isachallengingbut 127. schools (100229), Ofsted, 2011. 18. Excellence inEnglish–whatwe can learnfrom 12outstanding 128.

with anaccurate assessmentoftheirlearning. received from pupilsaboutthelesson,together individuals, basedonthefeedback theyhave of learningwithinalessonandfor particular have theabilityto adjustthedirection orpace progress andredirect thelessonifnecessary whole classtogether to test learning,monitor make effective very useofactivitiesto bringthe improve well theyare doing andwhattheyhaveto doto and self-assessment,enablespupilsto knowhow and regular assessment, whichmayincludepeer- monitor pupils’progress carefully duringlessons However, thisistoo rarely thecase.Inschools Ofsted’s ofexcellence survey inEnglishprovides 18 The 53 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

progress to be made by different ability groups of 132. At the other end of the age range, in 15% of pupils at the planning stage but then do nothing school sixth forms teaching is outstanding and in different for these groups and simply rely on students 46% it is good.20 However, this general picture does to make the expected progress, based on their prior not describe the considerable difference in quality attainment. that can be found across subjects and courses in single institutions. When teaching is outstanding, it 129. Some distinctive features set apart good- is often characterised by teachers sharing a genuine quality teaching in the early years and for older love of and interest in their subject. Students respond students in sixth forms. The highest proportion positively because they feel that there is much that of outstanding teaching observed this year is in they can gain from listening to and engaging with nursery schools, where it is judged to be outstanding their teacher. The tasks set by teachers flow smoothly in 40% of schools. The high quality of teaching from the introductory stage of the lesson and build up in nursery schools has been identified in previous knowledge and understanding sufficiently to ensure Annual Reports. Key strengths continue to be based that students are confident of the subject matter when on well-informed and planned questioning, and homework is set. Such lessons do not always have a imaginative approaches to learning that capture the rigid structure, which instead is tailored to the material interest and enthusiasm of pupils. In recent years, being taught and kept interesting for the students. significant improvements have been made to outside environments. Outstanding teaching often capitalises 133. Weaker teaching in school sixth forms is too on these improvements in an imaginative and exciting often based on the teacher talking for too long and way and takes every opportunity to maximise learning, not checking students’ understanding regularly. both inside and outside the classroom. Insufficient attention is given to the balance and appropriateness of activities and tasks expected of 130. Importantly, in the most successful nursery students during lessons. This approach does not schools, teachers and teaching assistants provide a support students’ specific learning needs and can supportive environment for parents and carers to meet result in some wanting to work hard but not being and discuss particular issues at the beginning and end sufficiently advanced in some core skills to succeed. of each day. Furthermore, the approaches to learning adopted by the staff and the way they communicate 134. The variability of the quality of teaching within with the children can provide a helpful model for some schools, as well as between schools, remains a parents and carers; they regularly report to inspectors persistent issue. Lesson observations carried out by that they have learned a great deal about how to help inspectors this year, for example, demonstrate the their children develop from just watching the adults in considerable variability in the quality of teaching the classroom. between year groups. Inspectors do not observe a random sample of lessons, and therefore these 131. A key requirement of education is to teach findings may not be representative of all teaching pupils to read. The success of the 12 schools featured nationally. Nonetheless, it is particularly striking that in the report Reading by six – how the best schools in primary schools the greatest proportion of good and do it was based on their determination that every outstanding teaching was observed in the Nursery and child would learn to read.19 High-quality provision Reception years, and in Years 2, 5 and 6, indicating a for speaking and listening underpinned reading and tendency for schools to focus strongly on positioning writing, especially in the early years. The schools had a the best teaching at the end of each key stage. This very rigorous, systematic approach to teaching phonic approach runs the risk that progress can dip in the knowledge and skills. This laid the foundations for intervening years, with too much satisfactory or successful reading, writing and spelling. The approach inadequate teaching in Years 1, 3 and 4 in particular. was applied with a high degree of consistency and was In secondary schools, the best teaching in lessons was sustained. Pupils were given opportunities to apply seen in Years 11, 12 and 13 with the weakest in Years 8 what they were learning to their reading and writing and 9. This is clearly illustrated in Figure 28. and practised their decoding skills by reading aloud to adults. 20. There is no individual judgement on the quality of teaching 19. Reading by six – how the best schools do it (100197), Ofsted, in sixth forms. Data are based on judgements on the quality of

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 2010. provision for which the evaluation of teaching is a key element. 54 Figures are rounded anddonotalwaysaddexactlyto 100. and871secondaryBased on4,155primary schoolinspections. observations. Data are (53,978)andsecondary basedonprimary (26,678)schoolslesson (percentage ofschools) year group, between1September 2010and31 August 2011 Year 13(1,327) Year 12(1,882) Year 11(4,472) Year 10(5,067) Year 9(5,021) Year 8(4,413) Year 7(4,496) Year 6(6,487) Year 5(7,470) Year 4(6,005) Year 3(8,164) Year 2(6,985) Year 1(8,362) Reception (8,023) Nursery classes(2,482)

6 Figure 28 7 8 9 9 10 10 10 10 11 12 Outstanding 13 13 15 15 Quality of teaching in lesson observations by Quality ofteaching by inlessonobservations Good 48 51 51 47 48 53 49 54 50 53 62 55 59 59 66 Satisfactory 41 Inadequate 37 37 38 38 36 34 34 33 31 30 28 25 25 24 6 6 4 5 4 4 4 4 3 2 3 2 1 2 1 spoke ofthe: outstanding school,for example,theheadteacher focus onpedagogyrather thanadministration. Inone together andsometimestaught together. Meetings eachother’slessons,whicharestaff observe planned development. Insomeofthesesuccessful schools elementsofprofessionalare seenasimportant Classroom anddiscussionofpractice observation teaching techniques thatcanbedeployedeffectively. teaching approaches thatextend therepertoire of They encourage teaching staffto consider different is focused fullyonpupils’learningandprogress. and teachers andpromote professional dialoguethat demonstrate agenuineinterest intheworkofpupils role increating thisenvironment. The mostsuccessful school. Seniorleadersandmanagersplayacentral right requires theattention andfocus ofthewhole subjects remains achallenge for schools.Gettingthis quality teaching across yeargroups andacross 135. practice. Peripheral issuesare sidelined.’ teacher talk.Dialogueisfocused onpedagogic discussions beingcharacterised byhigh-quality on thisagenda,resulting inmeetingsand All actionplansandmeetingsare tightlyfocused and learninghowto raise standards further. ‘…relentless focus onthequalityofteaching and focus of thewholeschool. this rightrequires theattention challenge for schools.Getting and across subjectsremains a teaching across yeargroups outstanding orgood-quality Achieving consistently Achieving consistently outstandingorgood- 55 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

137. Ofsted published a number of detailed triennial Curriculum subject surveys in 2010/11. These highlight common features of effective and less effective provision Figure 29 The extent to which the curriculum in both primary and secondary schools in science, meets pupils’ needs, including, where relevant, through modern foreign languages, history, geography, and partnerships, in schools inspected between 1 September design and technology. They consider the challenges 2010 and 31 August 2011 (percentage of schools) in ensuring sufficient curriculum time for all these subjects, especially in secondary schools, to allow all Nursery (123) pupils access to a range of opportunities. Ofsted also 52 40 8 published a survey of good practice in English which Primary (4,160) focused in detail on a smaller number of schools. The 9 55 34 2 following section identifies some key messages from a selection of these surveys.21 Secondary (859) 18 58 23 1 English Special (317) In the 12 schools visited for the Excellence in 34 48 17 2 English survey each school had identified what was Pupil referral unit (123) needed to engage their own pupils, constructed

18 53 27 2 a distinctive and original curriculum that met their needs, and then worked hard to keep the All schools (5,582) curriculum fresh as pupils’ needs changed.21 13 54 31 2 All the schools stressed the need to engage

Outstanding Good Satisfactory Inadequate and motivate pupils. This did not mean that the curriculum in these schools was ‘dumbed-down’ Figures are rounded and do not always add exactly to 100. to keep pupils interested. They successfully engaged all their pupils without losing rigour and 136. In just over two thirds of schools inspected this challenge. This meant that the schools were highly year, the curriculum is good or outstanding at meeting successful at developing the knowledge, skills and the needs of pupils. The impact of an effective, understanding in English that pupils need. They flexible and relevant curriculum in schools can be seen achieved this in different ways. in improving attainment and progress made by pupils, In one school a central principle of the English supporting good standards of behaviour, attendance curriculum was that all pupils should experience and punctuality and developing pupils’ willingness to classic texts from the literary tradition, even though work hard and persevere. In the 13% of schools where many of the pupils had severe special needs. the curriculum was judged to be outstanding there Another school emphasised visual literacy, which was a clear drive for improvement with headteachers is the ability to ‘read’ and derive meaning from and staff articulating their ambition that the pictures and images, and independent learning curriculum should flexibly respond to the needs of all as ways of meeting the needs of pupils learning pupils. The same judgement was made for the quality English as an additional language. In a third school of teaching and the quality of the curriculum in 75% staff had come to understand the significant role of schools inspected this year. that speaking and listening could play in ‘giving pupils a voice’, thereby developing their confidence and raising their aspirations.

21. Excellence in English – what we can learn from 12 outstanding

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The schools (100229), Ofsted, 2011. 56 22. Successful science (100034), Ofsted, 2011. 22 to chooseto studyscience at A levelandbeyond. study three separate sciences are muchmore likely from inspectionvisitssuggestthatstudentswho forDepartment Educationandqualitativeevidence study science at A level.However, datafrom the necessary knowledge,understandingandskillsto Double award science canequippupilswiththe to higherlevelsofinterest andmotivation. curriculum, inspectors found thiswasleading were allocated timefor three subjectsinthe where studentsstudyingtriplescienceparticularly studying triplescience atGCSE.Inmanycases, dramatic increase ofstudents intheproportion Over thelastthree yearsthere hasalsobeena works’. to ensure thatthepupilsexperienced ‘howscience engagement andrelevance to pupils. They planned were abletoof thisopportunity ensure greater in amore enrichedway. Schoolsmakingthemost of time,upto three years,to teach GCSEsciences benefit ofthisisthatitprovides anextended period adopted atwo-yearKey Stage3. An important An increasing numberofsecondary schoolshave outinvestigativeactivities. and carry schools, andpupilshadfewer to opportunities plan progression wasnotsoevidentinthelesseffective increasingly demanding situations. This concern for and allowedthemto developtheirscience skillsin their knowledgeandunderstandingofscience, that were pupils’progress plannedsupported in Where thecurriculum wasoutstandingtheactivities inbuildingpupils’skillsandconfidence.important of, phenomenathrough was scientificenquiry This regular exposure to, andconsideration visited, science wastaughtregularly eachweek. largeIn thevery schools majorityoftheprimary the science curriculum isstructured inschools. has identifiedanumberofchangingtrends inhow Ofsted’s three-year evaluationofscience education Science 22

(100042), Ofsted, 2011. 23. Modernlanguages, achievementandchallenge2007–10 23 other children. languages to demonstrate and/or teach theseto forprovided opportunities pupilswhospoke other and writingunderpinningtheseskills. They also focused onlistening andspeaking,withreading schools plannedfor progressive skillsdevelopment integrated sessionsoflanguagelearning. These language teaching daily once eachweekandshort schools ensured thatpupilsreceived discrete languages withothersubjects. The mostsuccessful used bytheschools’pupils;andintegration of references to otherlanguages,especiallyto those main language(oreventwo)butfrequent, planned, 2 pupilslearningalanguage;clearfocus onone modern languagecurriculumincludedallKey Stage level,characteristicsAt primary ofanoutstanding spontaneously andto develop theirreading. forand providing opportunities themto talk their pupils’routine useofthelanguageinlessons lack ofusethelanguagebeingtaughtto support improvement inKey Stages3and4were teachers’ life for pupils. The key to barriersobserved further not inspiringanddidbringthelanguageto speakers. However, too often,theteaching was toand opportunities talkto orworkwithnative included beingableto saywhattheywanted to say purposeful experiences inKey Stage3. These in theschoolsvisited whenpupilshadenjoyed that take-up inKey Stage4wasmuchimproved over thelastthree years. at theprovision for modernlanguagesinschools Ofsted’s recent onmodernlanguageslooked report Modern languages 23 foundThe survey 57 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

24 25

History Geography Ofsted’s recent survey of history teaching in In the primary schools visited for Ofsted’s recent primary and secondary schools found that most survey most of the teachers surveyed were not pupils reached the end of Key Stage 2 with detailed sufficiently secure about geography to be able to knowledge derived from well-taught studies of interpret effectively an outline curriculum, and to individual topics.24 However, some pupils found it ensure that high-quality experiences for learning difficult to place the historical episodes they had geography were interwoven into the topics they studied within any coherent, long-term narrative. were teaching.25 As a result, many of the teaching They knew about particular events, characters and units did not provide a clear and sequential periods but did not have an overview. The survey structure that would enable pupils to develop identified a pressing need for the curriculum in and improve their geographical knowledge and primary schools to ensure that pupils study an understanding. Furthermore, in many primary overview as well as in-depth topics, so that they can schools the focus on a curriculum that integrated develop a coherent chronological framework for the subjects through topic-based work did not generally separate periods and events that they study. promote good progress in pupils’ geographical learning. Often geography was peripheral within a In the secondary schools visited, effective teaching topic, or there was too great a focus on skills, rather helped students to develop their ability to support, than on knowledge and understanding. evaluate and challenge their own views and to challenge the views of others. In these ways the At secondary level the most successful schools teaching of history is helping pupils to develop had thought carefully about creating a more important and broadly applicable skills. However, relevant curriculum at Key Stage 3, with a greater decisions about curriculum structures within schools emphasis on topical concerns such as sustainability, have placed constraints on history and other globalisation, interdependence, poverty and wealth, foundation subjects at Key Stage 3. In 14 of the 58 as well as a fieldwork programme which showed secondary schools visited between 2008 and 2010, clearly how students should progress in terms of whole-school curriculum changes were reducing the their geographical skills. However, in less successful curriculum time for history teaching. Furthermore, schools schemes of work emphasised geographical although history has been one of the most popular content too much and lacked relevance to modern optional GCSE and A level subjects, in some of geography. In just over half the schools visited there the schools visited the students had been steered were insufficient opportunities for enquiry-based towards subjects at GCSE which were perceived to work. be less demanding than history.

24. History for all: history in English schools 2007–10 (090223), 25. Geography – learning to make a world of difference (090224),

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Ofsted, 2011. Ofsted, 2011. 58 these schools. secondary schools,butimprovement isstillneededin was judgednobetter thansatisfactory in30%of profile ofperformance thanlast yearwhenbehaviour and in2%behaviourisinadequate. This isabetter schools are judgedto haveonlysatisfactory behaviour ofsecondarysecondary schools,butoverafifth It isgoodoroutstandinginoverthree of quarters from pupilreferralother typesofschool,apart units. Behaviour isnotasgoodinsecondary schoolsasin outstanding fell to 19%thisyearfrom 24%lastyear. ofschoolsinwhichbehaviourwasjudged proportion positively judgedaspectsofprovision, althoughthe 86% lastyear. Overall, thisremains oneofthemost 87% ofschoolsinspected thisyearcompared with 138. Figures are rounded anddonotalwaysaddexactlyto 100. Behaviour andattendance (percentage ofschools) between 1September 2010and31 August 2011 Pupil referralunit(123) Special (317) Secondary (859) Primary (4,160) Nursery (123) All schools(5,582)

Figure 30 12 Outstanding 18 19 19 Pupils’ behaviourisgoodoroutstandingin 41 Pupils’ behaviour in schools inspected Pupils’ behaviourinschoolsinspected Good 63 64 58 Satisfactory 68 72 47 Inadequate 37 22 22 12 11 10 2 2 1 1 1 inspiring. behave relatively well,evenwhenteaching islessthan This indicates thatinthemajorityofschoolspupils satisfactory behaviourisjudgedto begoodorbetter. three ofschoolswhere quarters teaching isonly well. However, itisalsothecasethatinjustunder behaviour alsomakes itmore difficult to teach forand relevant opportunities pupilsto learn.Poor disruption attheexpenseofproviding interesting focus too muchoncontinually managinglow-level learning ofothers.Inthesecasesteaching canthen attitudes to learningandeventuallyinterrupt the sufficiently theycanloseattention, demonstrate poor not meetpupils’needsordoesengagepupils teaching isalsolikely to bepoor. Where teaching does satisfactory. Where behaviourispoor, thequalityof the qualityofteaching wasalsonobetter than where behaviourwas judgedto beonlysatisfactory, thirds, itwasinadequate. Similarlyin94%ofschools teaching wasnobetter thansatisfactory, andintwo in whichbehaviourwasjudgedto beinadequate, behaviour andweakteaching. Inalltheschools steadily improve. challenging behaviourhave theirneedsaddressed and to thecurriculum,helpsto ensure thatpupilswith often involvingindividualmentoring andadaptations targeted actionscanbetaken. Careful intervention, about behaviourare analysedcarefully sothatwell pupils donotbecome restless anddisruptive.Data engage andchallengethem. This helpsto ensure that interesting activitiesthatare carefully tailored to understanding ofindividualpupils’needsandprovide bullying andharassment. Teachers have aclear system ofrewards andsanctionsfeel safe from improvement. Pupilsthemselvesunderstandthe which are appliedinaconstructive wayto support an appropriate balance ofrewards andsanctions application ofagreed policiesandprocedures and forachievement andsupport pupils,consistent managers ensure there isapositiveethosof is managedinaconsistent fashion.Leaders and are madeclearandbehaviouracross theschool outstanding, expectationsofpupils’behaviour 139. 140. Inspection showsacriticallinkbetweenpoor In schoolswhere behaviourisgoodor 59 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

141. In most schools, pupils generally say that they 143. Behaviour was outstanding in 32% of schools feel safe and that bullying is not common; they serving the least deprived pupils compared with believe that teachers deal promptly and effectively 11% of schools serving the most deprived pupils. with any incidents of bullying that occur. In a minority This pattern of better behaviour in schools serving of the schools where behaviour is satisfactory or less deprived pupils was also observed in last year’s inadequate, parents and pupils expressed concern Annual Report. The quality of teaching is also less to inspectors about the school’s failure to address likely to be judged good or outstanding in schools incidents of bullying. In many cases where behaviour serving the most deprived pupils. However, behaviour is inadequate, an element of bullying contributes to was judged good or outstanding in 82% of schools this judgement, and forms part of the poor behaviour. serving the most deprived pupils. The success of these schools effectively demonstrates that deprivation and 142. In 22% of the secondary schools inspected disadvantage need not be a barrier to good behaviour. this year, behaviour in the school and the attitudes to learning demonstrated by pupils were only 144. For the most part, parents who responded to satisfactory. Based on a review of the inspection the questionnaire sent out as part of the inspection reports of over 100 of these secondary schools, in are positive about how schools manage behaviour. more than a third inspectors noted that learning However, 13% of parents of students in secondary in the school was passive because teaching was schools and 9% of parents of pupils in primary not interesting and engaging enough and was not schools either disagreed or strongly disagreed with matched to the abilities of pupils. Inspections also the statement; ‘The school deals effectively with identified weaknesses in these schools in applying unacceptable behaviour.’ As one might expect, this behaviour policies consistently. Parents and pupils figure varies considerably in line with the overall raised concerns about bullying in around a tenth of quality of behaviour at the school. Parents in these schools. Very occasionally, boisterous behaviour schools where behaviour was judged inadequate outside the classroom when adult supervision was or satisfactory are three times more likely to think absent intimidated some pupils. that the school does not deal effectively with poor behaviour than parents in schools where behaviour was judged outstanding. For the most part, parents 145. The percentage of pupils subject to either a fixed who responded to the term exclusion or a permanent exclusion has fallen questionnaire sent out as part each year for the last four years. In 2006/07 5.7% of pupils were excluded for a fixed period compared of the inspection are positive with 4.5% in 2009/10.26 This year Ofsted carried out about how schools manage a survey of the use made by schools and pupil referral units of alternative provision.27 For the purpose of behaviour. this survey, alternative provision was defined as something in which a young person participates as part of their regular timetable, away from the site of the school or the pupil referral unit and not led by school staff. Schools can use such provision to try to prevent exclusions, or to re-engage students in their education.

26. Permanent and fixed period exclusions from schools in England 2009/10, Statistical First Release (SFR17/2011), Department for Education, 2011.

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 27. Alternative provision (100233), Ofsted 2011. 60 school life. alternative in provider fulltimeandplayednopart week. Occasionally, studentswere placed withan of theirschoolorunitfor ofeach atleastpart attending alternative provision awayfrom thesite over10%ofstudentsin surveyed, Years 9–11were school orunit. Across the39schoolsandunits received avisitfrom amemberofstafffrom the 11oftheprovidersat all.Inthissurvey hadnever the school’sorunit’sstaffvisitinfrequently ornot an alternative provision. Itcanbethecasethat their weekawayfrom theirschoolorunitattending of some studentsspendasignificantproportion Despite thislackofregulation andaccountability, regime. the survey, only17were subjectto anyinspection evaluate theirquality. Ofthe61providers visited for any officialbodyandno consistent arrangements to the majorityofalternative providers to register with other full-time provision, there is no requirement for unregulated sector. Beyondpupilreferral unitsand Alternative provision isalargely uninspected and school eachweekattending suchprovision. spent betweenhalfadayandfivedaysoutof music studiosandonfarms. The studentssurveyed shops andoldpeople’shomes,experiences in mechanics orhairdressing, workplacements in varied andincludedpractical courses inmotor or unitssurveyed. The students’placements were were beingattended bystudentsfrom theschools visits to 61alternative provision placements that provision. visitwasfollowedThe survey upwith pupil referral unitsto explore theiruseofalternative inspectors visited 23schoolsandacademies16 Between September andDecember 2010, Alternative provision gaining. and sometimesthequalifications,theywere missed to capitaliseonthenewskills,confidence, were and theirtimebackatschool.Opportunities coherence betweentheirtimeattheplacement student, thismeantthatthere wassometimeslittle enough abouttheirstudent’sprogress. For the with thestudent,andschoolsdidnotknow information thattheyneededto workeffectively providers wasweak,theproviders lacked the communication betweenschoolsandalternative needs from theschoolsto theproviders. Where transfer ofwritten information aboutthestudents’ core subjects.Intoo manycasesthere wasno to catchupwithworktheyhad missedfrom their timetables, andmadepoorarrangements for them at fittingplacements into the rest oftheirstudents’ student. These schoolsandunitswere lesseffective forown workandasa‘lastresort’ achallenging alternative provision separate asvery from their the schoolsandpupilreferral unitsvisited, saw However, thiswasnotalwaysthecase.Someof appropriate qualifications. the pointoftheirworkinschool;manygained motivated bytheirplacement to andstarted see keep up.Intheseconditions, studentswere usually were givengood-qualityadditionalteaching to they were outattheirplacement, oratleastthey carefully sothattheydidnotmisskey lessonswhen Students’ timetablesatschoolwere planned units visited students attheirprovision regularly. were notgoingwell. Staffintheseschoolsand to celebrate success orintervene whenthings The schoolorunitthenusedthisinformation well provider wouldcollect to showastudent’sprogress. with theprovider and agreed whatinformation the good, theschoolorunitshared relevant information students inlearning.Where communication was students. Suchplacements helpedto re-engage of theirwholecurriculum,andwasvaluedbythe units, wasusedwelltolearnersaspart support provision wasselected carefully byschoolsand foundThe survey thatatitsbest,alternative 61 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

Figure 31 Pupils’ attendance in schools inspected 149. In last year’s Annual Report particular attention between 1 September 2010 and 31 August 2011 was drawn to the importance of a number of (percentage of schools) additional factors that support good attendance. These included a curriculum that interests and excites Nursery (123) pupils, opportunities to undertake work outside 7 53 37 3 the classroom and excellent relationships between Primary (4,160) teachers and pupils, in which caring adults in school 13 36 44 7 show an interest in the issues in pupils’ lives. These

Secondary (859) important aspects remain key to a school’s success in ensuring that pupils attend regularly, combined 21 38 33 8 with rigorous monitoring of patterns of attendance, Special (317) clearly explaining the link between achievement and 9 37 41 13 attendance to pupils and parents, immediate follow-

Pupil referral unit (123) up to absence and targeted approaches to supporting

2 11 54 33 the attendance of individual pupils, such as:

All schools (5,582) prevention of the problem by ensuring that the quality of teaching is focused on the individual’s 14 36 43 8 needs High Above average Average Low identifying quickly a trend in poor attendance Figures are rounded and do not always add exactly to 100. early notification of the problem to parents and carers 146. Attendance for all schools is judged in relation reinforcing the importance of the issue to parents to national averages and the grades awarded are high, and carers above average, average and low. Ofsted’s assessment close liaison with local agencies, including the of how well schools are promoting attendance makes education welfare service and police. an important contribution to the judgement for the quality of the school’s care, guidance and support. 150. Data show around two-thirds of pupils’ absence overall is due to illness or medical or dental 147. Overall, the judgements made by inspectors for appointments. However, the taking of term-time attendance are more positive than those made last holiday accounts for around 12% of total pupil year. However, this more positive picture is not true absence in primary schools and 5% in secondary for all types of schools. In nursery schools and special schools.28 This is despite schools’ clear messages to schools in particular the proportion judged to have parents that this is not in the best interests of pupils low attendance has increased. and that parents have a legal responsibility to ensure 148. As with behaviour, there is a strong correlation that their child attends. between deprivation and poor attendance. In 17% of schools serving the most deprived pupils attendance was judged to be low compared with just 1% of schools serving the least deprived pupils. Similarly, attendance was more than three times as likely to be high or above average in schools with the least deprived pupils compared with schools with the most deprived pupils. Nonetheless, 20% of these schools achieved attendance that was judged high or above average.

28. Pupil absence in schools in England: autumn term 2010 and spring term 2011, Statistical First Release (SFR25/2011),

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Department for Education, 2011. 62 as awholein28%ofthose inspected. lower thanleadershipandmanagement intheschool well overonethird ofthoseinspected andwasgraded school sixthforms wasnobetter thansatisfactory in It isalsoapparent thatleadershipandmanagement in markedyears, buthasbecome thisyear. particularly This difference for hasbeenobservable anumberof schools. outstanding thisyearasleadershipinprimary schools wasalmosttwice aslikely to bejudged managed. Itisstrikingthattheleadershipinsecondary or strongly agreed thattheirschoolwaswellledand to Ofsted from theschoolsinspected thisyearagreed 90% ofparents andstaffwhoreturned questionnaires compared with65%ofschoolslastyear. Justunder this yearitwasjudgedto be good oroutstanding inspected lastyear. In67%ofschoolsinspected for schoolsinspected thisyearwassimilarto those 151. Figures are rounded anddonotalwaysaddexactlyto 100. management Leadership and 2010 and31 August 2011(percentage ofschools) improvement inschoolsinspected between1September management inembeddingambitionanddriving Pupil referralunit(123) Special (317) Sixth form(616) Secondary (859) Primary (4,160) Nursery (123) All schools(5,582)

Figure 32 10 Outstanding 14 17 17 18 The qualityofleadershipandmanagement 32 50 The effectiveness ofleadershipand Good 54 45 53 54 53 Satisfactory 50 42 Inadequate 36 33 30 25 25 15 8 4 3 3 3 3 2 effective. responsibility orensure thatmiddlemanagementwas due to thefailure ofseniorleadersto delegate a common weakness,althoughthiswassometimes systematic monitoring ofpupils’progress, wasalso in improving thequalityofteaching orensuringthe lack ofleadershipfrom middlemanagers,for example making useofassessmentto accelerate learning. The self-evaluation; andinconsistent schoolsystems for generous; thelimited role ofthegoverningbodyin leading to internal judgementsofteaching beingtoo the monitoring andevaluationofperformance overall effectiveness. Typical weaknesseswere in capacity to improve wasalsograded belowtheir their continued good performance atrisk,sotheir toclearly holdingthemback,orwere starting put a numberoftheseschoolshadfeatures thatwere appointment ofanewheadteacher. Nonetheless, a periodofsignificantstaffchangeincludingthe below average size, typicallyhavinggonethrough overall effectiveness. Manyofthesewere schoolsof management were judged to beweaker thantheir However, inasmallnumberofschoolsleadershipand management andtheschool’soverall effectiveness. judgement wasgivenfor thequalityofleadershipand 80% ofschoolsinspected thisyear. leadership andthequalityofteaching were madein and learning. The samejudgementsfor thequality of makes acriticalcontribution to thequalityofteaching 152. 153. In 82%ofschoolsinspected thisyearthesame The qualityofleadershipandmanagement 63 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

154. On the surface, processes for leading and 155. By contrast, in the schools where the leadership managing teaching and learning are broadly similar and management of teaching and learning are between those schools judged satisfactory and judged outstanding, self-evaluation is sharp and those judged outstanding. Lesson observations accurate. Senior leaders draw on a range of evidence take place on a regular cycle and the attainment to arrive at this understanding, probably the most of learners is also monitored regularly. However, significant of which is their own direct observation it is the effectiveness with which these processes of teaching and learning. Where weaknesses are are implemented that makes the difference. In the found in teaching, they are dealt with rigorously satisfactory schools, the evaluation of teaching is and effectively: outstanding school leaders can often over-generous, and places too little emphasis provide examples of teachers whose performance has on exploring what pupils are actually learning and improved enormously. All available data are analysed the progress that they are making, focusing rather carefully and this analysis provides a good basis on the activity of the teacher. The overall quality of for early intervention with pupils and for planning teaching varies widely and best practice is not shared individual and whole-school programmes to improve effectively. Weaknesses that emerge in the monitoring teaching. In these schools middle leaders are often are not pursued, and whole-school professional a significant strength and have a strong sense of development programmes are sometimes not based their accountability for the progress of pupils. These on the insights gained in the monitoring. The systems are schools where the curriculum is exciting, where for collecting data on pupils’ progress mean that all learning is active and enjoyable, and above all where schools are now data-rich, but in the schools judged there is a strong and widely shared ethos that every satisfactory this is not always used efficiently to pupil can succeed and a determination to make this intervene and support pupils who are falling behind. happen. Middle leaders are often unclear about their role or 156. An important trend in education policy over are ineffective. the last five years has been the increasing role that successful schools have played in supporting and working in partnership with less successful schools. In the schools where the This year Ofsted published two reports which leadership and management examined different aspects of this trend. The first of teaching and learning report identified the strategies used in 24 successful schools, deemed National Support Schools, to are judged outstanding, develop effective leadership skills and build capacity self-evaluation is sharp and to sustain excellence.29 The second report looked at the implications for leadership and improvement accurate. in schools which have federated, including 10 federations between a high-performing school and a school causing concern.30

29. Developing leadership: National Support Schools (090232), Ofsted, 2011.

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 30. Leadership of more than one school (100234), Ofsted, 2011. 64 strong leadership atschool, seniorandmiddle leadershiplevels. added value,arecord ofeffective to support otherschoolsand successful schoolleadership, sustainedhighstandards, significant College for SchoolLeadership. Designation requires evidence of 32. NationalLeaders ofEducationare designated bytheNational federation orchain. underperforming schoolswithinaschool-to-school partnership, the capacityto provide significantandsuccessful support to outstanding seniorandmiddleleaders whohavedemonstrated trend orconsistently highlevelsofattainment,anditmusthave recent inspection,itsperformance data mustshowaclearupward for overall effectiveness andothersub-judgementsattheirmost School,aschoolmusthavebeen judgedoutstanding Support College for SchoolLeadership. Inorder to become aNational Schoolsare selected31. NationalSupport bytheNational 31 another school, often in a very differentanother school,ofteninavery context. experiences ofleadershipthrough workingin support andtraining. support leadership roles and provided themwithhigh-quality togave theirstaffawealthofopportunities take on foundThe report Schools thattheNationalSupport Schools National Support skills. togood opportunities share andrefine theirown provided theNationalLeaders ofEducationwith and adaptgoodpractice. Inparticular, partnerships andtochallenge across thepartnership observe to includingopportunities reflect and supporting, Schoolsandtheschoolstheywere Support There were mutualbenefits for bothNational leadership development. programmes, tailored for staffatdifferent stagesof this wasunderpinnedbygoodleadershiptraining and learnedfrom theirexperiences. Typically, all and coaching to ensure thattheyreflected on staff were bygood-qualitymentoring supported developed theirleadershipskillssystematically. The that were relevant to them. These opportunities newleadershipresponsibilitiesundertake inareas to staffwere givenopportunities and support developing andtraining theirownleaders. Teaching on professional on development,inparticular high-quality staffandfocused specifically very to meetthoseneeds. They recruited andretained ensuring that leaders at all levels developed the skills their staff. They planned ahead to sustain excellence, understood thechangingneedsoftheirschoolsand

32 32 Their staffgainedadditionalandvaluable 31 The highlyeffective leaders client schoolswere to: supported all levels,from asuccessful school.Seniorleadersin got stronger asaresult ofworkingwithleaders,at schools whichwere receiving alsotypically support The leadershipandthecapacityto improve in involved anumberofcommon strategies including: executive headteacher ofthe successful school,and improvements were, inallcases,beingdrivenbythe maintained inthehigh-performing school. These in theweaker schoolsandgoodoutcomes hadbeen learning, achievementandbehaviourhadimproved ofarecentvisited aspart survey, teaching and performing schools.Inall10suchfederations causing concern whichare federated withhigh Ofsted hasalsoidentified benefits toschools Federations toschoolimprovement support were involved inprofessional development. teaching. Inallcases,teachers intheweaker schools not shirkfrom theirresponsibility to eradicate weak adopted bythestronger schools.However, theydid identified andbuiltupon thegoodpractice sure thatthestrengths intheweaker schoolswere For example,intwofederations headteachers made undermined andtook care to raise staffconfidence. that staffmorale intheweaker schoolwouldbe leaders were aware very thatthere wasadanger capacity for sustainedimprovement. Federation was criticalto theirsuccess inbuildinggood In allthefederations visited, effective leadership

build leadershipcapacityatalllevels. more widely distribute leadership roles andresponsibilities develop theirorganisational skills progress. strengthening procedures to assesspupils’ resulting insometeachers leavingtheschool eradicating inadequate teaching swiftly, often teaching introducing targeted training to improve the earlystagesoffederation successfully dealingwithbehaviourproblems in monitor andevaluate teaching andlearning implementing extremely rigorous procedures to 65 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

Absolute clarity about the different roles and Staff from the successful schools shared good responsibilities of the headteacher and governors practice and senior and middle leaders had the underpins the most effective governance. role of coaching staff. Professional development was mandatory and closely linked to the individual Effective governing bodies are driven by a core development needs of teachers and performance of key governors such as the chair and chairs management procedures that held them to account of committees. They see themselves as part of for improvements. a team and build strong relationships with the headteacher, senior leaders and other governors. However, despite the clear benefits of partnership and federation both reports acknowledged that School leaders and governors behave with creating a strong and effective partnership is not integrity and are mutually supportive; school straightforward and requires careful planning and leaders recognise that governors provide them preparation. The surveys also found that there with a different perspective that contributes to was less evidence that the leadership skills and strengthening leadership; the questions they effectiveness of governors were being developed as ask challenge assumptions and support effective thoroughly through these partnerships, for example decision-making. by providing them with opportunities to work Governors are able to take and support hard together directly and share effective practice. decisions in the interests of pupils; to back the headteacher when they need to change staff, or to 157. Inspections this year identified considerable change the headteacher when absolutely necessary. variations in the quality of governance across different types of school. Governance was judged 159. In 79% of schools inspected the safeguarding good or outstanding in 58% of schools inspected this procedures were found to be either good or outstanding. year overall, but this varied between 53% in pupil Furthermore, safeguarding was judged to be at least referral units and 55% in primary schools, to 64% satisfactory in 99% of schools. Nearly all schools in secondary schools and 71% in special schools. now give priority to this area of their work and meet Although in the majority of schools the governing safeguarding requirements. The survey Safeguarding body acts as a critical friend, inspection findings in schools: best practice highlighted some of the key show that where governance is less effective a lack of features of outstanding practice, most of which are transparency and accurate information restricts the found, to a greater or lesser extent, in all effective 34 ability of the governing body to monitor the work of schools with outstanding safeguarding arrangements. the school systematically. The common features of these schools include: high-quality leadership and management that 158. In 2011 Ofsted published a survey which identified the key features of outstanding governing make safeguarding a priority across all aspects of a bodies.33 These included the following. school’s work, including a strong focus on training in safeguarding Positive relationships between governors and school leaders are based on trust, openness and stringent vetting procedures in place for staff and transparency. Information about what is going other adults and robust site security well and why, and what is not going well and why, rigorous safeguarding policies and procedures and is shared. Governors consistently ask for more child protection arrangements in place which are information, explanation or clarification. This clear, coherent and accessible; pupils and families, makes a strong contribution to robust planning for as well as adults in the school, know who they can improvement. talk to if they are worried Governance supports honest, perceptive self- a curriculum that is used to promote safeguarding, evaluation by the school, recognising problems not least through teaching pupils how to stay safe, and supporting the steps needed to address them. how to protect themselves from harm and how to take responsibility for their own and others’ safety.

33. School governance: learning from the best (100238), Ofsted,

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 2011. 34. Safeguarding in schools: best practice (100240), Ofsted, 2011. 66 (number ofacademies) academies inspected lastyear. this yearhavebeenjudgedgoodoroutstandingthan ofacademiesinspectedslightly higherproportion percentage ofoutstandingjudgementsishigher. A all secondary schools,althoughwithinthisthe judged goodoroutstandingissimilarto thatfor overall effectiveness. ofacademies The proportion to begoodoroutstandingand fiveinadequate for academies inspected thisyear. schools make upthelarge majorityofthesample a history offailure orlowperformance, andthese academies were setupto replace schoolsthathad good andoutstandingschools.Initiallysponsor-led the ‘academyfamily’areto shifting includemore the range andtypesofschoolsthatfallwithin the basisofweaknessesintheirsafeguarding. Only sevenschoolswere judgedinadequate solelyon which theyenjoytheirlearningwere alsoinadequate. these schoolspupils’achievementandtheextent to responsibilities were notmet;inovertwothirds of weaknesses were not tackleddecisivelyandstatutory governing bodywasalsojudgedto beinadequate, schools, theeffectiveness ofleadershipandthe a formal category ofconcern. In35ofthese45 inadequate. All oftheseschoolswere placed in the safeguarding procedures were judgedto be No othersub-judgementswere graded inadequate. andgovernance andtheyweresupport, givenanotice to improve. inadequate judgementsfor safeguarding, care, guidance and 35. Inthesesevenschoolsweaknessesinsafeguarding ledto 162. 161. Academies 160. Figures in2010/11include11academy converters. Inadequate Satisfactory Good Outstanding

Total

Figure 33 Forty academiesinspected thisyearwere judged As more schoolschangeto academystatus, In 45schools,lessthan1%ofthoseinspected, Overall effectiveness ofacademiesinspected between1September 2006and31 August 2011 2006/07 8 0 6 1 1 2007/08 35 10 0 2 5 3 inadequate. from goodto satisfactory andonefrom satisfactory to have declinedsince theirprevious inspection–one their goodperformance. However, twoacademies 10 oftheseacademiesimproved andthree maintained general thesedemonstrate astrongly improving trend: this yearhavepreviously beeninspected byOfsted. In good oroutstanding. academies inamulti-academytrust,23were judged shared governance ormanagement.Ofthe45 through anoverarching multi-academytrustproviding linked to casethiswas otheracademies.Inevery inadequate. respectively. This academyhasnowbeenjudged of twoschoolsjudgedsatisfactory andinadequate, converter academiesinspected wasanamalgamation One academyhaddeclinedto satisfactory. Oneofthe continued to bejudgedgoodoroutstandingthisyear. or outstanding. All oftheseacademiesexcept one predecessor schoolsof10thesewere judgedgood schools whichhaveconverted to academystatus. The had very highlevelsofattainmentonentry.had very levels ofdeprivation.Sometheseacademiesalso pupilswithlowerthanaveragebe outstandingserved shows thatmore thanhalfoftheacademiesjudgedto average, different havevery characteristics. Figure 34 pupilsthatareacademies serving lessdeprivedthan Affecting Children Index(IDACI). However, the19 the nationalaverage, basedontheIncome Deprivation academies inspected thisyearare more deprivedthan 163. 165. 164. 166. 2008/09 Fifteen ofthesponsor-led academiesinspected Forty-five oftheacademiesinspected were Of the75academiesinspected thisyear, 11are The pupilpopulationsofalmostthree of quarters 30 12 5 8 5 2009/10 43 20 11 3 9

2010/11 75 30 24 16 5 67 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

Figure 34 Academies above and below the national rise, underpinned by rigorous monitoring, leading to average for deprivation, based on IDACI, grouped by overall much improved progression into further and higher effectiveness, inspected between 1 September 2010 and 31 education. August 2011 (number of academies) 168. In the best academies the quality of teaching 60 and learning is consistently high because, as

53 stated elsewhere in this Annual Report, teachers work relentlessly to implement agreed strategies 50 for behaviour management, lesson planning and assessment. Assessment information is used effectively 40 to pitch work at the correct level for nearly all pupils. As a consequence, learning is sharply focused, skilfully managed, well paced and free from disruption. 30 New technologies are used well in lesson planning and delivery. In the best lessons, questioning is 20 21 20 19 used effectively to test understanding, to challenge thinking and to focus pupils’ thinking. Regular checks are made throughout the lessons to make sure that 10 9 7 all students understand the work and are making 6 5 4 good progress. Specialist reading support programmes

0 and other literacy initiatives have been very effective Outstanding Good Satisfactory Inadequate All academies at ensuring that lower attaining students have the necessary skills to succeed in other subjects.

Below average IDACI Above average IDACI 169. The staff in the best academies are well led and have a clear and accurate understanding of where Data include both academy converters and sponsor-led academies. things work well and where they need improving. Data exclude three satisfactory academies that have IDACI values that Self-evaluation is based upon comprehensive data match the national average. about every student’s progress and current levels of attainment. Detailed information about the quality of 167. Around half the academies inspected this year teaching and learning is gathered frequently through that have above-average levels of pupils from a a searching process of observations, monitoring and deprived background have been judged good or discussions. Subsequent analysis is rigorous and leads better. There is some evidence that these schools are directly to carefully planned and usually successful successfully weakening the link between deprivation actions. In particular, the plans support individual and poorer outcomes. One academy serving a students who appear to be making less progress than deprived community made extremely swift progress might be expected of them and support subject areas from special measures to being judged outstanding. in which performance appears to be less successful The inspection noted that ‘This remarkably rapid than for other subjects. turnaround has been achieved by exceptional leadership, robust support from external partners and 170. The commitment to ‘closing the gap’ in an almost obsessive desire on the behalf of all staff successful academies is always underpinned by to improve the quality of teaching and learning.’ Like curriculum planning that is both committed to the other good or outstanding schools in deprived areas basics – literacy and numeracy are always prioritised the academies that are successfully ‘closing the gap’ – but also creative and flexible. For example, many of between their students’ performance and national these schools make very effective use of partnership averages show several common features; of these, arrangements often linked to the academy’s trustees the most notable is the unflinching commitment to or sponsors, and put in place enrichment programmes ensuring the academic and personal achievement which widen horizons and develop confidence in of every individual pupil. Reports have noted the pupils. Managers ensure that assessment and tracking improved attendance in these schools as aspirations The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

68 serving themostdeprivedcommunities.serving the leastdeprivedcommunities whereas 29%were schools requiring specialmeasures, 6%were serving likely to beplaced inacategory ofconcern. Ofthe deprivedcommunitiesserving continue to bemore one schoolremained inspecialmeasures. Schools special measures to improvement secure and further all schoolsinspected. Ofthese,165schoolsrequired judged inadequate thisyear, whichrepresents 6%of require specialmeasures. There were 321schools either givenanotice to improve orare deemedto and theybecamedistracted. lesson slowed,andattimesstudents’interest waned their understanding.Consequently, thepace ofthe skills orexplore issuesfor themselvesandconsolidate insufficient time for students to develop their speaking tended to spendtoo muchtimetalking,allowing to enablelearningto proceed briskly;andteachers strategies to checkprogress andadaptactivities were missedtostudents; opportunities useassessment sufficiently to provide challengeorsupport for all In theselessonsactivitieswere oftennottailored still too muchteaching thatwasnotgoodenough. of goodandoutstandingpractice. However, there was and mostoftheseschoolscould demonstrate pockets the qualityofteaching wasbecoming more consistent, of concern. There wasevidence from inspectionthat attainment, andsomewere movingoutofcategories schools were onan upward trajectory interms ofpupil was onlyjudgedto besatisfactory. Manyofthese inspected thisyear, thelearningandprogress ofpupils around a history of poor achievement. In 25 academies progress inovercoming barriersto learningandturning associated deprivation figure. 36. Dataexclude three pupilreferral units astheydonothavean 172. Schools causingconcern 171. withthecommunity andemployers. partnerships thevisionthrougharticulate promoting strong of progress are constant andaccurate, whiletrustees Schools judgedto beinadequate overall are However, notallacademieshavemadeasrapid 36

evident around theschool. learning further. Sometimespoorbehaviourisalso ofstudentsduringlessons,andthisdepresses the part by widespread butlow-leveldisruptivebehaviouron going into specialmeasures, thisisoftenaccompanied pupils’ abilities.Insecondary schools,especiallythose information, sothatworkisnotwell-matchedto can achieve,andtheydonotmake useofassessment Teachers havelowexpectationsofwhattheirpupils weaknesses in observed teaching are usually clear.very good enoughto raise lowattainmentquickly. The or subjects,bysatisfactory teaching thatisnot is letdownbyinadequate teaching inotheryears schools there are pockets ofgoodteaching, butthis or consistent enoughinitsquality. Inmanyofthese progress istheresult ofteaching thatisnotgood has beentoo lowfor several years.Inadequate pupils make istoo slow, andinmanycasesattainment good oroutstandingrather thansatisfactory. schools madeexceptional progress andwere judged were removed from categories ofconcern thisyear, 90 which havenowclosed.Ofthe384schools reduction includes 12 previously inadequate schools August 2010to 451asat31 August 2011. This of concern hasalsodecreased from 553asat31 thetotalFurthermore, numberofschoolsincategories has reduced from 8%lastyearto 6%thisyear. inspected duringthe yearandjudgedinadequate 173. 174. concern. schools are notdeemedto have beenremoved from acategory of in specialmeasures uponreinspection thisacademicyear. These to schoolin specialmeasures improve remained andonefurther 37. Three schools innotice to improve were givenanothernotice been too lowfor several years. in manycasesattainmenthas pupils make istoo slow, and inadequate theprogress that In schoolsjudged In schoolsjudgedinadequate theprogress that It isencouraging thatthepercentage ofschools 37 69 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

Figure 35 Number of schools placed in, and removed from, each of the categories of concern in inspections between 1 September 2010 and 31 August 2011; and those that closed while in these categories at 31 August 2011

Average months in SM of Special measures In Out Closed those removed

Nursery 0 0 0 -

Primary 124 119 3 18

Secondary 30 31 2 19

Special 8 7 0 20

Pupil referral units 3 8 2 19

All schools 165 165 7 18

Average months in NtI of Notice to improve In Out Closed those removed

Nursery 0 2 0 13

Primary 104 169 1 13

Secondary 38 56 2 13

Special 6 12 1 13

Pupil referral units 4 3 1 13

All schools 152 242 5 13

The definition of categories of concern is set out in the Glossary. Data exclude one school that remained in special measures after reinspection and three schools that remained in notice to improve after reinspection. School closing information based on Edubase as at 31 August 2011.

175. Weaknesses in leadership and management also 176. It is very encouraging that the average time contribute to the inadequate progress that pupils taken for schools to be removed from special measures make. Leaders lack drive and ambition, undertake has fallen from 20 months last year to 18 months self-evaluation that is too generous and fail to analyse this year. This corresponds to a substantial increase the wealth of information potentially available. Day- in the proportion of schools coming out of special to-day ‘fire-fighting’ replaces effective strategic plans measures after two Ofsted monitoring inspections and to raise attainment. Middle and senior leaders are a substantial decrease in the proportion of schools ineffective in their roles. Inadequate teaching is not coming out of special measures in four or more tackled. Governing bodies do not have an accurate monitoring inspections. However, these averages view of the school and fail to hold the school leaders mask a wide range of performance. Seventeen schools to account. However, schools given a notice to ranging from those in the least deprived to the most improve often had a new or restructured leadership deprived communities were removed from special team, and had been able to demonstrate a satisfactory measures after 12 months or fewer. For nine schools, capacity to improve. In some schools deemed to almost all in the north of England, it took between 26 require special measures there had been several and 28 months to be removed from special measures. recent changes in headteacher due either to school This is far too long, and is likely to have had a very reorganisation or interventions by local authorities, considerable impact on the progress made by pupils at but these had not had time to effect material those schools. improvement by the time of the inspection. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

70 secured: strengthening ofleadershipacross theschoolsthen through intervention from theirlocalauthority. The had receivedschoolor from a partner support Board. Manyschoolswhichmaderapid improvement through theappointmentofanInterim Executive composition ofthegoverningbody, occasionally senior leadershipthere were oftenchangesto the with anotherschool. Alongside thesechangesin appointed asaresult ofcollaboration orfederation leaders. Inothercasesanexecutive headteacher was the appointmentofanewheadteacher orothersenior leadership. Insomecasesthiswasachievedthrough special measures. More oftenthere were changesin they responded positivelyto thechallengeofbeing in these schools.Where theleadersremained inpost, features explaintheoftendramatic improvements in robust improvement plan. A numberofcommon the judgementandputinto place arigorous and measures wasmost rapid, theschoolquicklyaccepted national average for secondary schools. respectively, to beremoved, whichislongerthanthe other twoacademiestook 20monthsand23months, months, whichrepresents progress. swift very The special measures, one wasremoved afterjust10 Of thethree academies whichwere removed from pupils fromserved areas of above-average deprivation. improve andthree from specialmeasures –allofwhich category ofconcern thisyear–fivefrom notice to 178. 177.

setting at the heart ofdevelopment planning. setting attheheart rigorous self-evaluationandambitioustarget- any underperformance actions to developteachers’ skillsandchallenge learning byseniorstaff better monitoring andevaluationofteaching and vision for improvement raised expectations,greater ambitionandaclear In schoolswhere improvement from special Eight academieshavebeenremoved from a deficiencies wasthatpupilsunderachieved. the prioritiesfor improvement. The impactofthese slowly from beingreactive to strategically addressing quality ofteaching. Oftentheseschoolsmovedtoo forsupport teachers to enablethemto improve the been identifiedanddidnotprovide clearguidance and focused onresponding to theweaknessesthathad learning. Intheseschoolsseniorleaderswere notfully found too difficult, too easyor repeated theirprevious This resulted inworkbeingsetfor pupilsthatthey and oftenuncommitted approach to assessment. and delivered. A key weaknesswastheinaccurate uninspiring andlessonswhichwere poorlyplanned often pupilswere experiencing teaching thatwas in thequalityofteaching throughout theschool. Too was slower, amajorweaknesswastheinconsistency the powerappropriately. local authoritiesdousewarningnotices mostare using just three havebeenupheld. This showsthatwhen total of23appealsagainstwarningnotices, ofwhich of pupilsorstaffattheschool.Ofsted hasreceived a standards, leadershipandmanagement,thesafety of thesewere issuedbecauseofconcerns about of leadershipandmanagementattheschool;two 20 alsoincludedconcerns abouttheeffectiveness local authorityconcerns aboutstandards. Ofthese, majority ofthesenotices (85)were issuedbecauseof authorities issuedatotal of144 warningnotices. The otherwise). threatened (whetherbyabreakdown indisciplineor because thesafety ofpupilsorstaffattheschoolis or likely to prejudice, standards ofperformance; or management orgovernance whichisprejudicing, so; becausethere hasbeenaseriousbreakdown in school are unacceptably lowandare likely to remain warning notice to aschoolbecausestandards atthe 179. 181. 180. Warning notices In schools where progress out of special measures From April 2007to 31 August 2011,64local Local authoritieshavethepower to issuea 71 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Maintained schools

182. During this year, 41 warning notices have example in joint lesson observations with inspectors been issued by 28 different local authorities. This and in attending the inspection team meetings. There is an average of over three warning notices each is also a commitment to take even more account of month. Warning notices averaged one each month the views of pupils, parents and staff. in 2007/08, three each month in 2008/09, and four 185. Under the new framework, inspectors will each month in 2009/10. Although there has been an concentrate on four key areas: the achievement of increase since 2007, use of the power to issue warning pupils; the quality of teaching and learning; the notices remains variable. There are still 88 local effectiveness of leadership and management; and authorities which have never made use of warning standards of behaviour and safety in schools. This notices, while one local authority had issued eight slimmer framework and sharper focus will enable by the end of August 2011. Just over one quarter of inspectors to look more closely at what matters the local authorities that have never issued a warning most in schools, spending even more time observing notice have had 10 or more schools judged to be lessons, including listening to children reading in inadequate during the same period (April 2007 to primary schools, assessing the progress of pupils and August 2011). taking a closer look at behaviour. 183. There are 52 schools in total that have been 186. There will be greater focus on the quality of issued a warning notice on the basis of low standards teaching and its impact on pupils’ learning and and that have subsequently been inspected by progress. Schools will be held even more to account Ofsted. In 32 cases the inspection took place within for the rates of progress achieved for all groups nine months of the warning notice being issued. of pupils and whether they are succeeding in In 22 of these schools, the large majority, their narrowing gaps in attainment. The new framework overall effectiveness was found to be inadequate. will be more demanding of schools in ensuring that In the remaining schools overall effectiveness was variability is addressed in outcomes for pupils and satisfactory apart from one in which it was good. In in the consistency of teaching. There will be higher this school the inspection report commented on the expectations that teaching and other support for very rapid progress that had been made and how the pupils will be effective in accelerating progress for leadership of the school had embraced the challenge those who need it most and ensure that pupils with of improvement. In contrast the performance profile special educational needs in particular make good of schools where the inspection took place more than progress. Inspectors will also focus on whether schools nine months after the warning notice was issued was are meeting, or exceeding, the government’s revised much more positive. Seventeen of these 20 schools floor standards.38 were judged either satisfactory or good and only three were inadequate. This evidence suggests that warning 187. The new framework will consider even more notices, where used well and given time to take effect, carefully the capacity of leadership and management can make a contribution to stimulating improvement to bring about the necessary improvements, especially in schools and preventing failure. It is therefore of in teaching and learning. Inspectors will consider some concern that warning notices are so seldom used how relentlessly the leaders, managers and governors by some local authorities when a school is in decline. pursue a vision for excellence, and how well they evaluate the school’s strengths and weaknesses and use their findings to promote improvement. Inspectors Looking forward will look for evidence that the behaviour observed during the inspection is typical of the school at all 184. Many of the themes for improvement in this times and that pupils do not have their learning Annual Report are picked up and given even greater disrupted and are free from bullying and harassment. priority in the new school inspection framework published in draft on 30 September 2011, which 38. Floor standards refer to the expected levels of performance will be implemented, subject to Royal Assent being set by the government in relation to standards of attainment at granted, from January 2012. It builds on the strengths Key Stages 2 and 4; and the proportion of pupils exceeding the of the existing inspection framework and will continue threshold for the number of National Curriculum levels of progress to involve senior leaders in the inspection process, for made in English and mathematics between Key Stages 1 and 2 or The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The between Key Stages 2 and 4. 72 earlier inspection. where progress islimited theywillbeidentified for an one inspectionwillbemonitored more frequently, and management orhavebeensatisfactory for more than schools thathaveonlysatisfactory leadershipand have a good impact on their improvement. Satisfactory shows thatmonitoring visitsto inadequate schools to helpto speedupthepace ofrecovery. Evidence Inadequate schoolswillbevisited soonerbyinspectors weaker schoolswhere improvement isneededmost. 188. Ofsted willcontinue to focus inspectionon continue to focus onthese priorities. wide variationinthequality ofteaching. Ofsted will address persistent lowperformance andreduce the greater improvement ingood and satisfactory schools, to sustainoutstandingperformance andsecure inspection. There remain, however, majorchallenges or sustainedtheirperformance since theirprevious majority ofschoolsinspected thisyearimproved by identifyingtheirstrengths andweaknesses. A them to account, andaidingtheirimprovement improve further, recognising theirsuccess, holding role toan important playinchallengingschoolsto system are rightlyincreasing andinspectionhas 189. National expectationsfor oureducation 73 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Initial teacher education

74 2008 and August 2011. providers inthesector inspected betweenSeptember reflectAnnual Report thequalityofprovision inall for initialteacher education. The findingsinthis Ofsted hasnowcompleted thelatest inspectioncycle Key findings

offered byahighereducationinstitution. 80% oftrainees follow training programmes oremployment-basedpartnerships routes. Around education institutionsthaninschool-centred ledbyhigher and secondary partnerships There ismore outstandingprovision inprimary little inadequate provision. although thisvariesbetweenphases. There isvery has beenjudgedto begoodoroutstanding, Most initialteacher educationinspected byOfsted students inschoolschallengingcircumstances. considerable impactontheachievementoftheir who, duringtheirfirstyearoftraining, havea Teach Firstrecruits highlyqualifiedtrainees impact oftheirtraining ontrainees’ outcomes. to providers notassessingrigorously enoughthe inspectors. This discrepancy islargely attributable provision andcapacityto improve higherthan self-evaluated theoverall effectiveness oftheir educationsectorteacher educationinthefurther based providers and30%ofproviders ofinitial of secondary providers, 20% of employment- Seventeen percent providers, ofprimary 16% and from adiverserange ofbackgrounds. with specialeducationalneedsand/or disabilities teaching studentsfrom awideabilityrange, those toopportunities applytheirknowledgeof education programmes havesufficient Not alltrainees onsecondary initialteacher using asystematic phonicsapproach. towell-timed opportunities teach earlyreading traineesPrimary donotalwayshavesufficient, and secondary initialteacher education. educationandskillssector further thaninprimary provision thatisno better thansatisfactory inthe There continues to of beahigherproportion by ahighereducationinstitution. trainees follow othertraining programmes offered around 4%train inSCITTs. The remaining 78%of those onHEI-ledemployment-based provision, and employment-based routes into teaching, including (SCITTs);partnerships andthe Teach Firstprogramme. learning sector; school-centred initialteacher training educationandlifelongeducation inthefurther offering(HEI)-led partnerships initialteacher the maintainedsector; allhighereducationinstitution offering employment-based routes into teaching in same inspectionframework, including:providers teacher educationhave beeninspected underthe Between 2008and2011,allproviders ofinitial year inspectioncycleofinitialteacher education. universities infour regions. Teach Firstworksincollaboration withanumberof 512 trainees intheirfirstyearoftheprogramme. on yearand,atthetimeofinspection,there were challenging secondary schools.Ithasexpandedyear leadership anddevelopmentprogramme teaching in and attracts graduates whocommit to atwo-year an employment-based route, in2002 whichstarted 2010. 40. Teach Initialteachereducation Ofsted, First: inspectionreport, to 2008/09. and EmploymentResearch, UniversityofBuckingham.Datarefer 39. TheGood Teacher Training guide2010,Centre for Education Figures are rounded anddonotalwaysaddexactlyto 100. 191. 190. Introduction Secondary initialteachereducation(101) Initial teachereducationtotal(338) Overall effectiveness and 31 August 2011(numberofproviders) education provision inspected between1September 2008 Employment-based initialteachereducation(98) Further educationinitialteacher(48) Primary initialteachereducation(91)

3 Figure 36 Outstanding 19 Approximately 18%oftrainees follow This isthelastyearofcurrent three- 106 41 43 Overall effectiveness ofallinitialteacher Good 33 40 Satisfactory 68 197 39 Teach Firstis 53 43 Inadequate 11 33 11 4 7 2 1 1 75 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Initial teacher education

192. Figure 36 shows the overall effectiveness of all Figure 38 Overall effectiveness of all initial teacher initial teacher education providers inspected over the education provision inspected between 1 September 2010 three-year period that the current framework has been and 31 August 2011 (numbers of providers) in operation. It shows that almost 90% of providers Initial teacher education total (90) inspected are offering good or outstanding provision. 40 42 8 However, this varies considerably between phases. Nearly half (43) of the providers offering training Primary initial teacher education (36) for the primary phase have been judged outstanding 15 19 2 compared with just 3 providers offering training for Secondary initial teacher education (40) teaching in further education. 21 17 2

Further education initial teacher education (12) Figure 37 Overall effectiveness of primary and 2 6 4 secondary initial teacher education provision by training provider type inspected between 1 September 2008 and 31 Employment-based initial teacher education (2) August 2011 (number of providers) 2

Initial teacher education total (290) Outstanding Good Satisfactory Inadequate 103 164 22 1 Under the current inspection framework employment-based initial teacher School-centred initial teacher training (55) education inspections have one set of grades rather than separate grades 19 31 5 for primary and secondary provision.

Higher education institutions – primary and secondary (137) 194. In the inspections carried out in 2010/11 the 65 65 6 1 very large majority of providers were judged good Employment-based routes (98) or outstanding. However, the performance of initial 19 68 11 teacher training in the further education and lifelong learning sectors still lags behind that in primary Outstanding Good Satisfactory Inadequate and secondary initial teacher education. Just over Data exclude further education initial teacher education provision as this is two-fifths of primary providers and nearly half of only delivered through higher education institutions. secondary providers were judged to be outstanding Figures are rounded and do not always add exactly to 100. for both overall effectiveness and capacity to improve. This reflects a steady improvement in quality since the 193. Figure 37 shows the distribution of inspection inspection of primary and secondary initial teacher judgements for primary and secondary initial teacher training began in the mid 1990s. Evidence from education training by type of provider over the three provider evaluations received since September 2009 years of the inspection framework. It shows that to date indicates that 88% of providers believe that there is proportionately less outstanding provision inspection helps them to improve their provision. in employment-based routes than in HEI-led partnerships and SCITTs. Nineteen employment-based routes were judged to be outstanding compared with The performance of initial 65 HEI-led partnerships and 19 SCITTs. Ensuring teacher training in the further consistently high-quality school-based training and mentoring, including the provision of well-focused education and lifelong learning subject feedback, is a common area for development sectors still lags behind that in in providers offering employment-based routes. primary and secondary initial teacher education. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

76 of trainees in8%ofproviders wasjudgedsatisfactory. providers inspected andgoodin72%. The attainment of trainees wasjudgedto beoutstandingin20%of points. Since September 2008to date, theattainment not alwaysashighitcould begiventheirstarting trainees’ attainmentattheendoftheirtraining is ofhowchildrenunderpinning theory learn.However, and linkthedevelopmentofsubjectknowledgewith their ownresearch activityto promote criticalthinking where staffuse inHEI-ledpartnerships particularly a significantfactor inpromoting theirprogress, trainees to reflect criticallyontheirpractice is confident andproficient teachers. Theability of attributes andskillsto enter theprofession as at 71%. go onto enter theteaching profession isstilltoo low ateacher trainingstart programme andsubsequently development. However, ofthosewho theproportion forquality personalsupport trainees’ professional programmes, hasimproved asaresult ofhigh- strength. Retention, especiallyonsecondary training teachers andsecondary inprimary schoolsisakey trainees withthepotential to become excellent improvement planning. trainees’ progress to inform theirself-evaluationand sector, providers make insufficientuseofdataon improving trainees’ education outcomes. Inthefurther evaluation andto setmeasurable targets basedon is oftennotusedsufficientlywell to inform self- good practice inanalysingdataontrainees’ progress self-evaluation andimprovement planning.However, their systems for monitoring trainees’ progress andfor secondary providers havesharpenedandimproved of thecourse andemployability. and Mostprimary These includeachievement,successful completion framework thatisfocused upontrainees’ outcomes. and Employment Research, Universityof Buckingham. 41. TheGood Teacher Training Guide2010,Centre for Education 197. 196. 195. development Strengths andareas for Trainees are well-equippedwiththeprofessional The recruitment andselectionofhigh-quality Providers haveresponded wellto aninspection 41 information whenplanningtheirlessons. of studentsormake sufficientuseofassessment hand experience ofworkingwithadiverserange because secondary trainees do notalwaysgainfirst- language, andto promote goodbehaviour. This is needs andthosefor whomEnglishisanadditional students, includingthosewithspecialeducational in howwelltheyare prepared to planfor individual programmes. For secondary trainees, there isvariation or disabilitiesiscovered training wellinprimary teaching pupilswith specialeducationalneedsand/ education. Training inbehaviourmanagementand aware ofthenational prioritiesfor initialteacher from goodto outstanding. clearly thesteps that trainees needto take to progress to subjectknowledgefor teaching, whichidentify inrelationsetting developmentaltargets, particularly lack focus andare task-driven. There ismore scope for the settingofchallengingtargets. Too often,targets become outstanding practitioners onqualificationis of theirprovision. had madegoodprogress inimproving thequality Development Agency’s newlyqualified teacher survey phonics andearlylanguagetraining inthe Training and response rates to thequestiononqualityof and found thatthoseproviders whoreceived poor providers haveresponded to thisnationalinitiative Inspectorsimportant. focused onhowwell particularly teaching ofphonicsandearlyreading isvery 198. 2009/10 andremainsAnnual Report anissue. and skillsinto practice. This washighlighted inthe forand opportunities trainees to puttheirknowledge there istoo longaperiodbetweentheoretical input theoretical grounding inphonics.However, sometimes 199. Development Agency, 2010. 42. Results, ofthenewlyqualifiedteacher survey Training and 200. The very largeThe very majorityofproviders are fully A key factorgoodtrainees to insupporting Preparing trainees primary for thesystematic 42 Mosttrainees possessagood 77 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Initial teacher education

201. Over the three-year cycle of initial teacher 202. This is the first year that the Teach First education inspections, 17% of primary providers, programme has been inspected under the current 16% of secondary providers, 20% of employment- inspection cycle. It was inspected in all four regions based providers and 30% of providers of initial and the outcomes were published in a single report. teacher education in the further education sector The inspection found that Teach First offers a much evaluated the overall effectiveness of their provision higher than usual level of support for participants and and capacity to improve higher than inspectors. is able to draw upon extensive high-quality resources This discrepancy is largely attributable to providers matched precisely to individual needs. In addition not assessing rigorously enough the impact of their to school-based subject and professional mentors, training on trainees’ outcomes. In these instances, participants are also visited and observed frequently self-evaluation is often restricted to evaluating the by Teach First university-based regional subject and implementation of systems and processes instead of professional tutors. their impact. In 2010/11, 58 providers evaluated their own overall effectiveness as outstanding whereas inspectors only graded 40 as outstanding. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

78 evaluation andimprovement planningatalllevels. outcomes to inform ongoingmonitoring, self- and theneedfor better analysisofdataontrainees’ assessment oftrainees’ progress andachievement, for developmentliein themonitoring further and direct impactontheirachievement. The mainareas and professional for support trainees, whichhavea better provision includethehighlevelsofpersonal secure improvement. Key strengths inthegoodand weaknesses inself-evaluationandtakingactionsto has inadequate capacityto improve becauseof two were judgedto beoutstanding.Oneprovider providers were judgedto begoodorbetter, ofwhich inspections carriedoutin2010/11,eightof12 as inthemaintainedschoolssector. However, inthe education/lifelong learningsector isstillnotashigh initial teacher educationprovision inthefurther their schools.Overall theprovision isoutstanding. positive impactontheachievementofstudentsin training, Teach Firsttrainees haveaconsiderable have considered teaching. Duringtheirfirstyearof class degree, andmany ofwhommightnototherwise almost allofwhomhaveafirstclassoruppersecond recruits skilledandhighlyqualifiedparticipants, very aspirations, experiences andachievement. Teach First closely withtheschoolsto improve students’ schools inchallengingcircumstances andworking disadvantage byplacinghigh-qualitygraduates into in meetingitscommitment to address educational 204. 203. The proportion ofgoodoroutstanding The proportion The Teach Firstprogramme successful isvery outstanding. Overall theprovision is the studentsintheirschools. impact ontheachievementof have aconsiderable positive training, Teach Firsttrainees During theirfirstyearof 79 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Independent schools, non-maintained special schools and boarding schools

80 Key findings

judged to beinadequate. outstanding.Oneschoolwas over aquarter the overall effectiveness wasatleastgood,with special schools.Inthelarge majorityofschools This yearOfsted inspected 29non-maintained improve theirbehaviour. emotional andsocialdifficulties to manageand effective inhelpingpupilswithbehavioural, association independentspecialschoolsare often Pupils’ behaviourisamajorstrength. Non- seldom inspiring. these schoolsteaching isoftenwellplannedbut outstanding inonly7%–anindicationthat at leastgoodintwothirds oftheschools,itwas and make progress. However, whileteaching was in whichteaching iseffective andpupilslearn provide anorderly andpurposefulenvironment emphasise theacquisitionofbasicskillswelland Most non-associationindependentschools by effective teachers whoknowtheirsubjectwell. progress. supported This outcome isparticularly In overtwothirds ofschoolspupilsmake good at 4%. an inadequate qualityofeducationhasremained outstanding. ofschoolsprovidingThe proportion to lastyear, with 67%ofschoolsjudgedgoodor association independentschoolsisbroadly similar This yearthequalityofeducationinnon- safety. This remains aseriousconcern. arrangements for pupils’welfare, healthand One ineightschoolsstilldoesnotmake adequate in 2009/10to 45%in2010/11. independent schools. This hasincreased from 36% of schoolsmeetingalltheregulations for There hasbeenastrong riseintheproportion non-association independentschools. the finalyearofsecond cycleofinspectionsin of schoolsnowmeetatleast90%them. This is of theregulations, large sothatthevery majority independent schoolswhichmeetalloralmost improvement ofnon-association inthe proportion Since 2005/06,there hasbeenacontinual schools. Ofsted inspected 314non-associationindependent Between 1September 2010and31 August 2011 schools make residential provision for theirpupils. who are inpubliccare. Justoverhalfofthesespecial with specialeducationalneedsand/or disabilities or the schools cater wholly or mainly for vulnerable pupils education for justoneyoungperson. Around 40%of on several sites to asmallchildren’s homeproviding range insizefrom aschoolwithover3,800pupils smaller thantheaverage maintainedschool,they of theindependentschoolsthatOfsted inspectsare for expatriate communities intheUK. Although most schools, tutorial colleges andforeign schoolscatering those setupfor purpose, suchasstage aparticular Jewish, MuslimorevangelicalChristianschools,and and pre-preparatory schools,faithschoolssuchas in sizeandcharacter, and include somepreparatory and theyare inspected byOfsted. They are diverse to asthe‘non-associationindependent schools’, were generally clearandwellwritten. thatOfstedjudgements. Inspectionreports reviewed of goodqualityandreached reliable andconsistent required standard large andthevery majoritywere All theinspectionsmonitored thisyearmetthe andtrainingprovide for goodsupport theirinspectors. monitoring showsthatindependentinspectorates are fairandconsistent withthoseofOfsted. This Schools Inspectorate) to ensure thattheirjudgements the SchoolsInspectionService andtheBridge inspectorates (theIndependentSchoolsInspectorate, forDepartment Educationfor thispurpose. independent inspectorates whichare approved bythe independent schoolsassociationsandare inspected by Just overhalfoftheseschoolsare membersof in Englandeducatingroughly 7%ofallchildren. standards for independent schools. ontheschool’scompliancereport withtheregulatory The inspectionhastwopurposes. The first is to inspections innon-associationindependentschools. evaluative assessmentofthe school’sperformance, for Education. The second purposeis to provide an is neededbytheregistering authority, theDepartment 207. 206. 205. independent schools Non-association were firstintroduced inSeptember 2003. Regulations 2010.Standards regulations for independentschools The Education(Independent SchoolStandards) (England) 43. These are setoutinthe2010 Statutory Instrument No.1997: 208. The remaining independentschoolsare referred Ofsted monitors theworkofindependent There are around 2,400independentschools This isthefinalyearofsecond cycleof 43 This information 81 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Independent schools, non-maintained special schools and boarding schools

resulting in a published report. The registering 210. There was a particularly marked increase in the authority is responsible for following up schools which percentage of schools meeting all regulations between do not meet the regulatory requirements, seeking 2007/08 and 2008/09. This increase coincided from them an action plan which sets out how they with the start of the second inspection cycle and intend to rectify the weaknesses or provide evidence demonstrated both the improvement that established of improvement. The Department asks Ofsted to schools had made between their first and second monitor the progress of schools where inspection has inspections in meeting regulations and the impact identified serious weaknesses. This year 113 such of Ofsted’s inspections in the sector. In 2010/11 monitoring inspections were undertaken, including 20 there has been a further increase in the proportion schools with residential accommodation. of schools meeting all regulations, resulting in a rise of nine percentage points. Importantly, there is also Meeting the standards an increase in the percentage of schools meeting all the safeguarding regulations. Schools are paying closer attention to children’s safety by introducing Figure 39 Overall performance in meeting regulations more robust procedures for child protection and staff for independent schools by non-association independent recruitment. schools inspected between 1 September 2004 and 211. Nonetheless, it is a serious concern that 12% 31 August 2011 (percentage of schools) of schools inspected this year had inadequate 2010/11 (314) safeguarding procedures. This rate of failure is still 45 44 11 1 too high and reflects the fact that some schools are too lax in running pre-appointment checks on staff Introduction of amended regulations and new guidance for inspectors (September 2010) or others who work with children. In some cases they 2009/10 (319) have not checked fully previous employment history; 36 50 11 3 in the worst case, some appointments were confirmed

2008/09 (394) without running a Criminal Records Bureau check.

39 46 12 2 Other weaknesses included procedures for responding to potential allegations of abuse or neglect which Introduction of new s162A framework and start of second inspection cycle (April 2008) were not sufficiently clear or understood by staff and 2007/08 (433) lack of training for staff in child protection issues. 13 64 20 21 Futhermore, 12% of schools are still meeting less than 90% of the regulations overall. The vast majority 2006/07 (357) of these must rectify serious weaknesses in their 13 60 22 5 provision for pupils’ welfare, health and safety. This 2005/06 (180) remains an area for urgent attention. 15 53 28 4 1

2004/05 (178)

13 57 26 3 1

100% 90–99% 70–89% 50–69% <50%

Figures are rounded and do not always add exactly to 100.

209. Since the introduction of the regulatory standards for independent schools, there has been substantial improvement in the proportion of non- association schools which meet all or almost all of the requirements. Since 2005/06 non-association independent schools have got progressively better at meeting the regulations, so that the very large majority of schools now meet at least 90% of them. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

82 well plannedbutseldominspiring. an indicationthatintheseschoolsteaching isoften thirds oftheschools,itwasoutstandinginonly7%: progress. However, whileteaching wasgoodintwo which teaching iseffective andpupilslearnmake and provide anorderly andpurposefulenvironment in schools emphasisetheacquisitionofbasicskillswell nearly twothirds oftheschools.Mostindependent The qualityofthecurriculumwasatleastgoodin inadequate qualityofeducationhasremained at4%. outstanding. ofschoolsprovidingThe proportion an to lastyear, with67%ofschoolsjudgedgoodor association independentschoolsisbroadly similar 212. Figures are rounded anddonotalwaysaddexactlyto 100. Inspection judgements and 31 August 2011(percentage ofschools) independent schoolsinspected between1September 2010 The overallwelfare,healthandsafetyofpupils(314) The behaviourofpupils(314) Quality ofprovisionforpupils'spiritual,moral,socialandculturaldevelopment(314) How wellpupilsmakeprogressintheirlearning(314) needs (314) How effectiveteachingandassessmentareinmeetingthefullrangeofpupils' interests ofpupils(314) How wellthecurriculumandotheractivitiesmeetrangeofneeds Overall qualityofeducation(314)

Figure 40 7 10 11 11 Outstanding 17 This yearthequalityofeducationinnon- 29 38 Inspection outcomes for non-association Good 59 53 57 57 49 Satisfactory 54 50 Inadequate 22 33 29 31 28 15 11 12 4 4 4 3 2 1 children. had checked thesuitabilityofstaffto workwith evidence wasmissingconcerning whethertheschool on staffwere insufficiently robust andimportant procedures for outpre-appointment carrying checks development. Inaminorityoftheseschools,the which canseriouslyaffect pupils’well-beingand issues suchasnottacklingbullyingwellenough, which lacked therequired detail,to more serious inadequacies ranged from policiesandprocedures the welfare ofpupilswhichwere inadequate. The aspects ofarrangements to safeguard andpromote found thatnearlyoneschoolineighthadsome welfare, healthandsafety. However, inspectors still inadequate provision for someaspectsofpupils’ reduction ofschoolsthatmake intheproportion Similarly, there hasbeenafour percentage point has increased byfivepercentage pointsthisyear. good provision for pupils’welfare, healthandsafety behaviour. effective inhelpingthemto manageandimprove their of non-associationindependentspecialschoolsare emotional andsocialdifficulties,yetthelarge majority Many oftheseyoungpeoplehavebehavioural, disabilities orbelooked afterbythelocalauthority. disaffected, havespecialeducationalneedsand/or schools cater for vulnerable pupilswhomaybe since around 40%ofnon-associationindependent and self-esteem. This isaconsiderable achievement, well,feelvery safe atschoolanddevelopconfidence ensureproviding thatpupilsbehave individual support systems for managingbehaviour, tacklingbullyingand andeffectiveoutstanding. Goodlevelsofsupervision of schoolspupils’behaviourwasrated goodor 214. 213. safeguarding procedures. this yearhadinadequate independent schoolsinspected that 12%ofnon-association It isaseriousconcern The proportion ofschoolsthatmakeThe proportion atleast Pupils’ behaviourisamajorstrength: in88% 83 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Independent schools, non-maintained special schools and boarding schools

Regulation and registration year.44 To retain their non-maintained status the schools must comply with the non-maintained special 45 215. When inspection identifies regulatory failures and school regulations. Their educational provision is serious weaknesses, the Department for Education, as inspected every three years under the same inspection the registering authority, asks the school to draw up a framework as maintained schools, so from January plan of action and tasks Ofsted with monitoring and 2012 they will be inspected under the new inspection reporting on the progress that the school makes. This framework. year Ofsted has made 113 visits to schools to monitor their progress. Fifty-six per cent of them had made Education provision satisfactory or good progress. The Department for Education follows up all schools that have not made adequate progress against their action plans. The Figure 41 Overall effectiveness of non-maintained action taken by the Department for Education could special schools inspected between 1 September 2008 and lead to a school’s deletion from the register, forcing it 31 August 2011 (numbers of schools) to close. 2008/09 2009/10 2010/11 216. Ofsted also visits new schools which apply for Outstanding 11 3 8 registration. New schools must meet the regulatory requirements before they can accept pupils, Good 14 9 14 and are inspected in the first year of operation. Satisfactory 5 3 6

Since September 2010, there have been 123 pre- Inadequate 2 0 1 registration visits to 107 schools and registration was recommended for 67 of these. Those schools Total 32 15 29 in which registration was not recommended are not allowed to open and admit pupils until they meet the 218. During 2010/11 Ofsted inspected 29 non- regulations. They are able to re-apply for registration maintained special schools. In the large majority and will be recommended only if they have rectified of schools the overall effectiveness was at least the weaknesses identified. Most of the new schools good, with over a quarter outstanding. One school intend to cater either for children with behavioural was judged to be inadequate. The quality of care, and emotional difficulties or provide an alternative guidance and support provided for pupils was judged education for disaffected young people. outstanding in over half of the schools inspected this year, while the effectiveness of safeguarding procedures was outstanding in 14 of the 29 schools, Non-maintained special but inadequate in one. This is of particular importance in schools which cater for vulnerable young people. schools The extent to which pupils felt safe and adopted healthy lifestyles was also outstanding in over half the 217. Non-maintained special schools are non-profit schools. making independent schools that are controlled by a governing body, approved by the Secretary of State and registered by the Department for Education. They provide specialist education for children with a broad range of needs such as behavioural, emotional and social difficulties, sensory impairment, complex medical needs or learning difficulties. All these schools cater for a wide age range covering at least two key stages. There are 75 non-maintained special 44. Two hundred and ninety-five days is the threshold above schools, of which 61 take residential pupils. Ten of which a residential special school must be registered as a children’s these schools are registered as children’s homes home. because they are open for more than 295 days per 45. The Education (Non-Maintained Special Schools) (England) Regulations 1999 and The Education (Non-Maintained Special

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Schools) (England) (Amendment) Regulations 2007. 84 three-year cycle. educational provision. Welfare inspections occur ona Inspectorate, whichalsoinspectstheschools’ this dutywillpassto theIndependentSchools for boarders intheseschools. From 2012 January in whichOfsted willinspectthewelfare provision Independent SchoolsCouncil. This isthe last year belong to associationswhichare membersofthe largevery majorityoftheseare independentand bytherapistssupported andotherprofessionals. care from experienced andwell-trained staff highest priority. Young peoplereceive outstanding safeguarding ofeachindividualare accorded the 27 ofthem.Intheseschools,theprotection and in 49oftheschoolsandjudgedoutstanding education. accredited courses inpreparation for orhigher further programme ofstudy, whichincludesawiderange of students are taughtwellandcanfollow theirchosen the provision isgoodoroutstanding.Intheseschools two thirds large oftheschoolsandinvery majority Attendance waslowinfour oftheschools. them rigorously inrelation to pupils’achievements. of theirschools,buttheydonotalwayschallenge standards further. Governorsare generally supportive always makingbestuseofassessmentdatato raise future economic well-being.However, schoolsare not acquire anddevelop skillswhichwillcontribute to their inspected. Well-planned teaching enablespupilsto largeor outstandinginavery majorityofthose good progress andachievewell.Behaviourisgood to learning. As aresult, pupilslearneffectively, make on helpingpupilsto overcome theirindividualbarriers good-quality specialistteaching whichfocuses well 222. Boarding schools 221. Welfare provision 220. 219. There are 533boarding schoolsinEngland. The The welfare ofresidential pupilswasinspected Sixth-form provision wasinspected injustunder The large majorityof theschoolsbenefitfrom the educationinspection. boarders’ welfare inmaintainedboarding schoolswith practical to doso,Ofsted integrates theinspectionof and thewelfare of boarders. Where itissensibleand schools inwhichOfsted inspectsbotheducation schools andinadequate intwo. welfare wasoutstandingintwoschools,goodthree boarding schoolsinspected byOfsted, boarders’ has remained thesame.Ofsevenmaintained judgedinadequateoutstanding whiletheproportion been asubstantialincrease judged intheproportion provision for boarders intheircare. This yearthere has schools. Overall, theseschoolsmake good very independent schoolsandsevenwere maintained independent schools,sixwere non-association 154 boarding schools,ofwhich141were association 223. 224. Figures are rounded anddonotalwaysaddexactlyto 100. (percentage ofproviders) inspected between1September 2007and31 August 2011 2007/08 (177) 2008/09 (157) 2009/10 (179) 2010/11 (154)

Figure 42 Outstanding barriers to learning. to overcome theirindividual focuses wellonhelpingpupils specialist teaching which benefit from good-quality maintained specialschools The large majorityofnon- 16 22 Of these533there are 32maintainedboarding In 2010/11Ofsted inspected boarders’ welfare in 26 38 Quality ofcare inboarding schools Good 43 Satisfactory 54 53 49 30 Inadequate 15 16 9 11 10 4 4 85 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Independent schools, non-maintained special schools and boarding schools

225. Four per cent of schools were judged to be 226. The very large majority of boarding schools making inadequate provision. Here, important inspected by Ofsted provide very well for boarders. weaknesses were identified in the schools’ Almost all of the schools enable boarders to derive a organisation and systems for safeguarding pupils from good deal of enjoyment from their education, achieve harm. While they all had policies for checking staff well as a result, and make a positive contribution who have contact with the boarders, the schools had to life in school and wider society. The very large not implemented them sufficiently rigorously. Other majority provide very good healthcare: for many of shortcomings were found in staff training, lack of the larger full-boarding schools this includes 24- staff supervision and poor record-keeping. All schools hour on-site medical care. Nutritious meals, regular where inadequate practice was found were issued exercise, well-organised healthcare arrangements and with a notice to improve. Two maintained boarding comprehensive programmes of personal, social and schools were issued with a notice to improve as a health education ensure that boarders are well cared result of inadequate safeguarding arrangements. for and understand how to stay fit and healthy. In one, weaknesses were found in child protection 227. The best schools exhibit a number of common procedures, particularly in referring concerns to the strengths. They provide excellent pastoral care relevant authorities. In the other, serious safeguarding to support boarders’ personal and academic concerns were identified relating to recruitment development. Boarders are very well known both procedures, a lack of staff training, low levels of by the staff who teach them and those who care staffing and inadequate healthcare arrangements. for them, and there is strong and effective liaison between both sets of staff. This means that boarders Figure 43 Key welfare inspection judgements for are treated well as individuals: the guidance and boarding schools inspected by Ofsted between 1 September support they require is tailored to their needs and 2010 and 31 August 2011 (percentage of providers) monitored effectively for its impact. Relationships are Organisation (154) excellent. A wide range of challenging, interesting 42 45 9 4 and age-appropriate leisure activities adds greatly to

Achieving economic wellbeing (154) boarders’ enjoyment of their education, enabling them to acquire new knowledge and skills or just to make 17 64 19 1 friends and have fun. Making a positive contribution (154)

60 35 5 228. Most schools make every effort to help boarders feel ‘at home’. This extends from providing clean Enjoying and achieving (154) and comfortable accommodation which boarders 72 25 1 1 are encouraged to personalise attractively with their Staying safe (154) own belongings, to the care and thought put into 43 45 9 3 an induction programme to welcome pupils who

Being healthy (154) are new or away from home for the first time. The

53 42 3 1 vigilance of staff and other boarders ensures that signs of unhappiness are picked up quickly and that Outstanding Good Satisfactory Inadequate support is on hand. Most boarders say that there is a range of adults to whom they can go for support Figures are rounded and do not always add exactly to 100. or to raise concerns. Good schools recognise that bullying can occur in the best of them, and thus have strong systems to identify it quickly and deal with it effectively, with the result that, generally, their boarders report that bullying is rare and that they feel safe at school. To reinforce this, good schools also have robust policies for child protection, good partnership working with Local Safeguarding Children Boards when issues arise, and staff who are The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

86 and satisfactory inoneschool. to beoutstanding inoneschool,good school maintained boarding schoolsthisyear. This wasjudged by goodpractice. well cared for, buttheydidnotdistinguishthemselves standards andkeeping boarders safe andgenerally schools were meetingmostofthenationalminimum be providing onlysatisfactory care for boarders. Such 230. Education inmaintained boarding schools 229. recruiting andvettingstaff. children. They alsohaverigorous procedures for well-trained andknowledgeableaboutsafeguarding Ofsted alsoinspected educationinthree Nine percent ofboarding schoolswere judgedto outstanding progress. result, pupilsofallabilitiesworked hard andmade teaching wasofconsistently highqualityand,asa constant improvement. Managershadensured that In theoutstandingschoolthere wasacleardrivefor inraising standards.which playedadecisivepart teaching andeffective monitoring byseniorstaff, or better thiswasasaresult ofconsistently good in thetwoschoolswhere progress wasjudgedgood satisfactory progress inalloftheschools.However, theirpupilswell.Pupilsmade atleast and supported 231. All three maintainedboarding schoolscared for 87 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

88 straightforward. of providers andcomparisons betweenyearsare not year are notrepresentative ofthewholepopulation learning andskillsproviders inspected inanyone population ofproviders asawhole. As aresult, at riskofdecliningthanwouldbefound inthe outstanding providers thatare believedto be providers, andagreater percentage ofgoodor percentage ofpreviously satisfactory orinadequate for inspectionthisyearcontained bothagreater This meansthatthesampleofproviders selected inspections carriedoutsince September 2009. A proportionate approach hasbeentaken to Key findings

inadequate. be good,sevenwere satisfactory andonewas colleges inspected thisyearwere judgedto Only three ofthe11independentspecialist remain satisfactory ontheirthird inspection. satisfactory andtwodeclined.Sixteen colleges in 2010/11,22continue to benobetter than the 40previously satisfactory colleges inspected found to besatisfactory remains aconcern. Of The slowprogress ofcolleges thatwere previously thisyear.with overtwofifths previously judgedto begooddeclinedcompared this year. In2009/10around ofcolleges aquarter assessment, havedeclinedintheirperformance selected for inspection on the basis of Ofsted’s risk ofpreviouslyA highproportion goodcolleges, most recent inspection. colleges were judgedgoodoroutstandingattheir inspected thisyear. This showsthat70%of judgement for allcolleges, rather thanjustthose given bylookingatthemostrecent inspection positive picture ofthe‘state ofthenation’is to inspection. A more representative andmore this isinthecontext ofarisk-basedapproach were judgedto begoodoroutstanding.However, Less thanhalfthecolleges inspected thisyear outstanding judgementfor thequalityofteaching. learning providers orprisonsreceived anoverall of teaching. Nocolleges, adultandcommunity providers were judgedoutstandingfor thequality independent learningproviders andtwoemployer and skillsproviders inspected thisyear. Only13 There istoo littleoutstandingteaching inlearning

to gaintheskillstheyneedto dotheirjobs. programmes learners are wellplannedandsupport on thewholegoodatensuringthatlearning toproportions lastyear. Employerproviders are six were judgedassatisfactory. These are similar year were judgedto beoutstandingorgood,and Ten ofthe16employerproviders inspected this become outstanding thisyear. independent learningproviders thatimproved to from learnerswere thehallmarksofthose effective self-assessmentanduseoffeedback the recommendations ofprevious inspections, Strong leadership,a readiness to respond to 10% thisyear. outstanding hasincreased from 4%lastyearto 55% in2010/11. The percentage judgedto be good oroutstanding;from 47%in2009/10to of independentlearningproviders judged a substantialincrease thisyearinthepercentage risk-based approach to inspection,there hasbeen apprenticeships. Withinthecontext ofamore majority ofwork-basedlearning,including Independent learningproviders deliverthe factors limitingimprovement. meets theneedsandinterests oflearnersare key management andtheextent to whichprovision offender institutionsisaconcern. Leadership and better thansatisfactory inprisonsandyoung ofprovisionThe highproportion thatisno engaging hard to reach andvulnerable learners. performed strongly interms ofincludingand for thesecond yearrunning.However, thesector judged outstandingfor thequalityofteaching be outstandingoverall andnoproviders were to begood,onlyoneprovider wasjudgedto learning providers inspected thisyearwere judged Although 33ofthe45adultandcommunity 89 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

234. The government sees apprenticeships as the key Introduction work-based learning option for vocational training and is investing significantly in them. Continued 232. The economic climate in which providers of growth in apprenticeships is planned, with an extra further education, training and adult learning operate 75,000 apprenticeship places by 2014. Skills for remains challenging. The rate of unemployment for sustainable growth, the government’s skills strategy the quarter June to August 2011 is 8.1%, and of the for the further education and skills sector, stresses total 2.57 million unemployed over a third have not the importance of securing progression to successive been in work for more than a year. The impact of the levels of apprenticeships, from level 2 to level 4 economic downturn continues to be particularly hard provision.49 Level 2 qualifications constitute by on young people: currently, 991,000 16–24-year-olds far the greatest number of qualifications currently 46 are unemployed. At the end of June 2011, 9.8% of undertaken. This year Ofsted inspected apprenticeship 16–18-year-olds were not in education, employment programmes that involved around 65,000 learners in 47 or training. While this is a slight improvement on 2009/10. The large majority of inspections found that the figure for the same period last year, it remains learners were gaining a broad range of both practical too high. The learning and skills sector has a critical and theoretical skills that were directly applicable to part to play, both in working with young people who their work and the needs of their employers. are currently disengaged from education, or at risk of becoming so, and in supporting adults with low 235. One of the key findings in last year’s Annual skill levels to achieve their ambitions in life, work and Report was that, across the learning and skills sector learning. as a whole, there was too little outstanding teaching. This remains a concern this year. The challenge for 233. The policy context for learning and skills is providers is to put in place the rigorous systems and changing too. The government has accepted the Wolf processes of observing teaching, critically reflecting report recommendations that all young people should on practice, and supporting targeted professional continue to pursue mathematics and English post-16 development, that will enable outstanding teaching and that more work experience should be offered to and learning to be more widely replicated. Inspection learners to better prepare them for entry to the labour also shows that achieving good-quality teaching and 48 market. This will require considerable effort, given learning depends on bringing industry expertise and the evidence in this year’s Annual Report about the workplace contexts to the fore. Where work-based challenges in providing effective support to learners learning is most effective the industry experience of with specific numeracy and literacy needs. tutors, the high quality of the learning environments and the chance to apply learning directly in the workplace all combine to motivate and enthuse One of the key findings in learners. last year’s Annual Report was that, across the learning and skills sector as a whole, there was too little outstanding teaching. This remains a concern this year.

46. Labour market statistics: October 2011, Office of National Statistics. 47. NEET Statistics – Quarterly Brief – Quarter 2 2011, Department for Education, 2011. 48. Review of vocational education – the Wolf report, 49. Skills for sustainable growth: strategy document, Department

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The Alison Wolf, 2011. for Business, Innovation and Skills, 2010. 90 should beinspected sooner. annual riskassessmentto determine whetherthey and community learningproviders are subjectto an colleges, providers ofwork-basedlearningandadult performance drops’. However, education allfurther outstanding colleges from inspection‘unlesstheir legislation whichwillallowthegovernmentto exempt eightyears. every This ispending changesto primary September 2010,havebeensubjectto inspection and private training organisations which,from The exceptions to thisare outstandingcolleges outstanding providers are inspected sixyears. every are inspected four every years,andgood reinspected within15months,satisfactory providers Under thisframework, inadequate providers are approach to inspectionbasedonriskassessment. 2009. The framework takes amore proportionate inspecting learningandskillsproviders inSeptember 2010/11 asnoproviders were dueaninspection. Ofsted didnotinspectanyNextStep provision in colleges and10 Armed Forces training providers. one immigration removal centre, 11dance anddrama for youngpeopleaged15–17,11probation trusts, three establishmentsproviding secure accommodation inspected 24prisonsandyoungoffender institutions, adult andcommunity learningproviders. Ofsted also providers; 16employer-based providers; and45 including 84colleges; 167independentlearning Ofsted inspected 312learningandskillsproviders training for youngpeopleaged14to 16.In2010/11 over 16andadults,butsomealsooffer educationand skills providers cater primarilyfor youngpeopleaged largest cater for more than160,000.Learning and and training to fewer than10learners,whereas the in scale. The smallestorganisations provide education learning andskillssector considerably andtheyvary 237. 236. sector the learningandskills Overall performance of Ofsted introduced thecurrent framework for Around 1,300different providers operate inthe may havedeclinedfrom theirprevious inspection. assessment, Ofsted deemedthattheirperformance brought forward because,onthebasisofrisk and twoemployerproviders hadtheirinspection providers, four adultandcommunity learningproviders balanced cohort. is inspected ineach yearinorder to ensure amore that arandom sample ofone-sixthgoodproviders offset bythefactthatselectionprocess ensures between yearsare not straightforward. This ispartially are notrepresentative ofallproviders andcomparisons learning andskillsproviders inspected inanyoneyear the populationofproviders asawhole. As aresult, to beatriskofdecliningthanwouldfound in of goodoroutstandingproviders thatare believed or inadequate providers andagreater percentage both agreater percentage ofpreviously satisfactory selected for inspectioninanysingleyearwillcontain effectively meansthatthesampleofproviders 239. 238. Figures are rounded anddonotalwaysaddexactlyto 100. prisons, probation andimmigration removal centres. Data exclude Armed Forces andjointinspectorate inspections,including August 2011(percentage ofproviders) providers inspected between1September 2007and31 2007/08 (542) 2008/09 (488) 2009/10 (410) 2010/11 (312) 5

7 Figure 44 8 11 Outstanding This year42colleges, 41independentlearning This proportionate approach to inspection 37 Overall effectiveness ofalllearningandskills 42 Good 48 44 Satisfactory 48 45 New inspectionframework 37 39 Inadequate 8 8 8 4 91 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

240. The proportionate approach to inspection used during 2010/11 is similar to that used in 2009/10, Colleges although no previously outstanding colleges and only two previously outstanding independent learning Overall effectiveness providers have been inspected this year. It is therefore encouraging that across the sector as a whole there 241. The college sector includes general further has been an increase in the percentage judged good education and tertiary colleges, sixth form colleges or outstanding and a considerable decrease in the and specialist further education colleges such as proportion judged inadequate. However, this overall land-based colleges, dance and drama colleges and trend masks substantial variations both in quality independent specialist colleges for learners with and progress between different types of provider, learning difficulties and/or disabilities.50 The recent as illustrated in Figure 45. As was the case last changes in the way in which Ofsted selects providers year, the strongest progress is being seen among for inspection affect the way in which comparisons independent learning providers that are delivering can be made with previous years. Of the 84 colleges work-based learning. However, across the sector, selected for inspection this year, 42 were prioritised and particularly among colleges, the percentage of on the basis of risk. No colleges which were previously providers judged no better than satisfactory remains a judged outstanding were inspected this year and, cause for concern. The performance of different types in future, subject to changes to primary legislation, of provider is explored in more detail in the following outstanding colleges will no longer be subject to an sections. inspection unless the risk assessment indicates that there is cause for concern. Figure 45 The overall effectiveness of all learning and skills providers by remit areas inspected between 1 September 2010 and 31 August 2011 (number of providers) A smaller proportion of All learning and skills providers (312) the colleges inspected during 25 150 123 14 2010/11 were judged to be All colleges (84) good and a larger proportion 5 34 41 4 judged satisfactory compared Employer provision (16)

2 8 6 with 2009/10.

Independent learning provider (167)

17 75 65 10

Adult and community learning (45)

1 33 11

Outstanding Good Satisfactory Inadequate

Colleges includes: general further education/tertiary colleges; independent specialist colleges; special further education colleges; and sixth form colleges. Dance and drama colleges are not included.

50. Dance and drama schools and colleges are excluded from the data and analysis provided in this section, as they provide a unique and distinct offer in one subject area at levels 5 and 6 (first degree level) and, as such, are not comparable with the other further education colleges for which data are presented here. The performance of dance and drama schools and colleges inspected this year is reported on separately at the end of the colleges

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The section of this report. 92 Number ofinspectionsdiffer from thosereported inprevious asindependentspecialistcollegesAnnual Reports are nowincluded. with around lastyear. aquarter inspected were selected onthebasisofriskcompared compared with2009/10. This yearhalfthecolleges be goodandalarger judgedsatisfactory proportion colleges inspected during2010/11were judgedto of thenewframework. ofthe A smallerproportion with inspectionscarriedoutbefore theintroduction profile ofjudgements for thelasttwoyears compared approach to inspectioncanclearlybeseeninthe 2010/11. The impactofthemore proportionate colleges inspected ineachyearfrom 2005/06to in inspections carriedout before 2005. modelling procedure to establishaproxy for overall effectiveness effectiveness judgementwasawarded. thereforeThis chart usesa priorto51. Ininspections undertaken 2005nooverall Figures are rounded anddonotalwaysaddexactlyto 100. 242. (percentage ofcolleges) for colleges asat31 August 2010andasat31 August 2011 (number ofcolleges) Most recentoveralleffectivenessasat31August2010(393) Most recentoveralleffectivenessasat31August2011(389) Inadequate Satisfactory Good Outstanding Total

Figure 47 Figure 46 Outstanding 23 21 Figure 46showstheoverall effectiveness of Most recent overall effectiveness judgement Overall effectiveness ofcolleges inspected between1September 2005and31 August 2011

Good 51 48 47 Satisfactory 2005/06 100 37 44 11 8 Inadequate 30 2006/07 29 120 42 49 20 9 1 1 2009/10 and2010/11. of colleges wouldnothavebeenreinspected between previous inspectionframeworks andthatthemajority several yearsagoagainstthecriteria setoutin includes theoutcomes ofinspectionundertaken However, itmustberecognised thatthisanalysis of colleges were judgedsatisfactory orinadequate. judged good.Butitalsoshowsthataround athird their mostrecent inspectionand47%ofallcolleges whole, with23%ofallcolleges judgedoutstandingat outstanding andgoodprovision inthesector as a Figure 47. demonstratesThis chart thatthere ismuch inspection judgementfor college, every shownin by lookingatthemostrecent overall effectiveness view oftheperformance ofthesector isprovided selects colleges for inspection,themostcomplete individual colleges. masks adegree ofturbulence intheperformance of inspection year. The apparent stabilityofthesector the samethisyearasat endofthe2009/10 outstanding attheirmostrecent inspectionisalmost ofcollegeschanges, theproportion judged goodor declining to inadequate thisyear. Despite these offset bypreviously goodandsatisfactory colleges This isbecausetheimprovement inthesecolleges was judged inadequate inspected thisyearhadimproved. despite thefactthatallofcolleges previously overall percentage ofcolleges judged inadequate, increase overall. There hasbeennochangeinthe outstanding colleges were inspected, leadingto an improved to become outstandingandnopreviously this year. Four colleges thatwere previously good colleges whichare outstandinghasincreased slightly 243. 244. 2007/08 133 10 32 54 37 Given thechangesinwaywhichOfsted This comparison of showsthattheproportion Introduction ofnewframework 2008/09 94 32 40 18 4 2009/10 35 43 92 5 9

2010/11 84 41 34 4 5 93 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

Figure 48 Changes in the overall effectiveness of 246. The analysis of changes in the overall colleges compared with their previous inspection, by year effectiveness of colleges inspected this year compared (number of colleges) with their previous inspection highlights two key features. The first is the high proportion of previously 2010/11 (83) good colleges in which performance has declined 24 40 19 this year, and the second is the high proportion of 2009/10 (91) previously satisfactory colleges in which performance 24 49 18 has not improved.

2008/09 (91) 247. The proportion of previously good colleges 36 39 16 that have declined in their performance in 2010/11 is striking, even in comparison with last year when 2007/08 (129) a similar approach to risk assessment was used for 44 63 22 good colleges. In part this reflects the fact that

Improved Same Declined colleges selected on the basis of risk formed a larger proportion of the sample inspected this year than last year. In 2009/10 around a quarter of colleges 245. Figure 48 shows that for the last two years the previously judged to be good declined compared number of colleges that have improved since their with this year when over two fifths declined. last inspection has been only slightly larger than Inspection has identified a number of common and the number which have declined. This is in marked systemic weaknesses in these colleges. In the two contrast to 2007/08 and 2008/09 in which many colleges that were previously judged good, but are more colleges improved than declined. This partly now judged inadequate, weaknesses in leadership reflects the impact of the risk assessment process in and management were the primary reasons for a selecting colleges for inspection whose performance sharp decline in standards. Self-assessment in these is less secure. In comparison with last year the colleges was too shallow and failed to acknowledge performance of colleges selected for inspection this the significance of key areas for improvement, and year has also been slightly more volatile – a greater leaders, managers and governors had not taken proportion have improved and more have declined. sufficient action to halt a decline in performance. Changes since the previous inspection are shown in 248. In fact, there were weaknesses in leadership greater detail in Figure 49. and management in almost all the colleges that declined from good to satisfactory. In the majority Figure 49 Changes in the overall effectiveness of of these colleges, self-assessment was too positive, colleges inspected in 2010/11 compared with their previous especially in relation to the quality of teaching inspection (number of colleges) and learning. In these colleges lesson observations All colleges (83) did not systematically provide managers with an 24 40 19 accurate identification of strengths and weaknesses,

Good at previous inspection (39) which in turn hindered the pace and consistency of 4 18 17 improvement. In addition, over half of these colleges had experienced significant changes to their senior Satisfactory at previous inspection (40) management team since their last inspection. Whether 16 22 2 it was a new principal, a recent merger, several re- Inadequate at previous inspection (4) organisations or too many managers on temporary 4 contracts, the resultant instability had a negative impact on learners’ achievements. At each college, Improved Same Declined the proportion of learners who successfully completed their courses had either declined since the last inspection or failed to improve at a sufficiently fast pace to keep up with national averages. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

94 stagnation ordecline. students’ learningneeds,colleges becamelocked into their inabilityto monitor andrespond effectively to to enhance learningwasalsooftenweak.Becauseof in theweakest lessons.Useofinformation technology learning, withattendance levelsthenoftendeclining or effective enoughto ensure interesting andvaried students’ literacy needs.Planningwasnotconsistent often teachers neitheridentifiednor responded to to ensure appropriate challenge and progress. Too teachers’ useofassessmentwasnotsharpenough taking unsuitablecourses. Once onthecourses, problems. Errors ininitialassessmentsledto students and managerswere typicallytoo slowto spotthese by theirteachers, leadingto decliningachievement, improve. Students’progress wasnotcloselymonitored ofwhymanythesecolleges hadfailedtoheart sufficiently, leading to poorly focused actionplans. not challengethequalityofteaching andlearning were over-generous anddid inlessonobservations inspectors frequently found thatseniorleaders the qualityofteaching andlearning:for example evidentwereParticularly weaknessesinmonitoring quality assure provision were notsecurely inplace. informed becauseeffective systems to monitor and persistently satisfactory colleges, leaderswere ill- sufficient evidence ofimprovement. Inmostofthese inspection, butthesehadnotyetdemonstrated or managementstructures inplace attheirlatest for three consecutive inspectionshadnewleaders three inspections. year havenowbeenjudgedsatisfactory intheirlast capacity to improve. Sixteen colleges inspected this satisfactory were deemedto haveonlysatisfactory two declined.Nineteen ofthecolleges whichremained judged to besatisfactory, 22remained satisfactory and 40 colleges inspected thisyearthatwere previously asanareaAnnual Reports for improvement. Ofthe slow. This hasbeen highlighted inOfsted’s lasttwo of satisfactory colleges inwhichimprovement istoo in inspections carriedout before 2005. modelling procedure to establishaproxy for overall effectiveness effectiveness judgementwasawarded. These datatherefore usea priorto52. Ininspections undertaken 2005nooverall 251. 250. 249. The poorassessmentofstudentswasatthe Several ofthecolleges found to besatisfactory causeforA further concern isthelarge number 52

accommodation. about tasksduringlessons,dullteaching andpoor learners includeduninspiringlessons,lackofclarity the otherhand,frequent weaknesseshighlighted by In colleges judgedsatisfactory andinadequate, on They saidthatthecollege environment wassafe. views andappropriate actionswere taken asaresult. challenge duringlessons;thecollege listened to their debateenjoyed classroom and activities,particularly helpfulandcaring.Learnerssubjects, supportive, inspectors thatstaffwere passionate abouttheir judgements. Inthebestcolleges, learnerstold their viewscontribute significantly to inspection of learnersandemployers(where appropriate) and higher educationwasgoodinmanyofthesecolleges. between levelsofcourses andto employmentand employment. Inspectors judgedthatprogression to widenskillsandimprove learners’chances of acted upon. Additional courses are chosencarefully outstanding teaching; theirviewsare listened to and to improve. Learners benefit from good and sometimes promote aculture thatisbasedonarelentless desire eager determination to bringaboutimprovement and learners. Leaders andmanagersdemonstrate an for thevulnerable andtraditionally hard to reach ethnicity ordisability. iseffective, Support especially progress, regardless oftheirbackgrounds, gender, learners nowachievehighstandards andmake good their previous inspection. Inthesecolleges, most satisfactory haveimproved theirperformance since informed aboutlearners’ progress. wanted more involvementinreviewing andbeing at workwere allsignificantareas of concern. Some of off-the-jobtraining anditsrelevance to learning programmes andlackofclarityaboutthepurpose learners’ progress, insufficientdetailaboutlearner employers reported thatpoorcommunication about were strongsupport features. In theweaker colleges, to resolve issuesandprovide information and excellent customer service andspeedofresponse standard andindustry resources.staff’s expertise The approach andthewillingnessofcollege to share Employers were impressed bythestrong collaborative were highlyflexibleand responsive to theirneeds. that communication wasgoodandthatmanagers 252. 253. 254. During aninspectionOfsted seekstheviews However, 16colleges thatwere previously In thebestcolleges, employerstold inspectors 95 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

Key inspection judgements 257. Outcomes for learners aged 16 to 18 were judged no better than satisfactory in 49 colleges inspected this year. However, in five colleges outcomes for Figure 50 Key inspection judgements for all colleges learners aged 16 to 18 were outstanding, and in three inspected between 1 September 2010 and 31 August 2011 of these outcomes had improved considerably. Those (number of colleges) colleges which had succeeded in improving their Overall effectiveness (84) outcomes for learners had a clear strategic focus on

5 34 41 4 improving success rates including for learners from different social backgrounds, gender and abilities and Capacity to make further improvements (84) had put in place decisive actions to remedy failings. 11 32 37 4 These included greater attention to learners’ starting

Outcomes for learners (84) points and what they need to do to achieve, clear

5 32 44 3 target-setting combined with regular reviews, and celebrating learners’ achievements. Quality of provision (84)

5 42 35 2 258. Just over three quarters of colleges were judged good or outstanding for outcomes for 14–16-year- Leadership and management (84) olds; of these colleges 13 were outstanding. Provision 10 31 39 4 for 14–16-year-olds is now firmly established in many How effectively do teaching, training and assessment support colleges, as schools are making use of curriculum learning and development? (84) flexibility to place some of their pupils on mainly part- 41 41 2 time, but occasionally full-time, specialist vocational courses in colleges. Outstanding Good Satisfactory Inadequate 259. Many colleges speak highly of the quality of partnerships with schools in their work with Outcomes for learners 14–16-year-olds, and the level of support that schools offer. However, a few feel that some schools 255. Outcomes for all learners were graded good or are slow to provide important information and do not outstanding in less than half the colleges inspected always fulfil their responsibility to monitor the quality this year. This is clearly an area for improvement. of courses, in some cases trusting in the college to Ofsted considers both the progress made by learners do this. Where the relationship is managed most and their attainment in judging learners’ outcomes. effectively, schools ensure that there is a suitable In general the progress made by learners was judged entry procedure to the college courses, including the more positively than their attainment. It was judged sharing of information, taster sessions and interviews. good or outstanding in 38 of the colleges inspected This is then supported by immediate response to any this year, compared with 34 where attainment was absences and regular visits by school managers, who good or outstanding. observe and talk with students about their courses. 256. In six colleges inspected this year the attainment of learners was judged inadequate, and this is a concern. In these colleges success rates achieved by learners were very inconsistent across subjects, the age of learners or the type of qualification being studied. Although some learners were achieving well on particular courses this was not replicated in the majority of courses and programmes offered, where success rates were below average and in many cases declining. In the majority of these colleges poor retention of learners was contributing to the low attainment. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

96 make progress. so learnersfindithard to maintaintheirinterest and extended sufficiently. Teaching isdullanduninspiring, own expectationsofwhattheymightachieveare not Too manylearnersremain unchallengedandtheir explore orcommunicate theirideasindependently. hard enoughto developtheirideas,orto research, rarely sufficientlypenetrating to make learnersthink deliver content thatisunimaginative.Questioning too much,suppressing learners’contributions, and promptly. identified earlyandeffective isprovided support good progress. Learners needingadditionalhelpare their ownlearningandtheylearnquicklymake are fullyinvolvedinevaluatingandreflecting on and workisappropriately challenging.Learners checks onlearningare frequent, questionsare probing Teachers’ expectationsoftheirlearnersare high, that ensures thatlearners’differing needsare met. planning leadsto brisk,lively andimaginativeteaching a culture oflearningandchallenge. Very effective teachers to whousetheirextensive expertise inspire characterised byhighlyskilledandenthusiastic inadequate. wereof lessonsobserved satisfactory and2%were teaching andlearning were judgedto begood,27% between subjectareas. Evenincolleges where wide,especially impact onlearningcanbevery the variationsinstandards ofteaching andtheir were judgedoutstanding. Withinasinglecollege, and learningonly11%ofthelessonsobserved achieved anoverall outstandinggrade for teaching too littleoutstandingteaching incolleges. Nocolleges 262. 261. 260. The qualityofteaching andlearning In theleastsuccessful lessons,teachers talk Outstanding teaching andlearningare Inspections thisyearhavefound thatthere isfar graded too highlybyseniorleaders. learning andprogress, resulting insessionsbeing rather thanevaluative andtake too littleaccount of effective colleges, records observation are descriptive practitioners improve staffconfidence. Intheless each other’slessonsandcoaching from advanced exist for sharingbestpractice. Peer of observations college’s qualityassurance system. Goodopportunities to improve teachers’ skillsandare ofthe akey part and learningare used extensively andeffectively inform ofteaching staffdevelopment.Observations and learningare detailed andthorough andfindings evaluating andimproving thequalityofteaching numeracy skills. developing youngpeople’sandadults’literacy and and skillsproviders –aswellotherproviders –were this yearwhichlooked specificallyathowwelllearning and numeracy. Ofsted twosurveys has undertaken of learningandskillsinimproving learners’literacy the challengesfaced bycolleges andotherproviders 263. (100225), Ofsted, 2011. the challengeof low numeracy skillsinyoungpeopleandadults 53. Removing to literacy barriers (090237),Ofsted, 2011; Tackling 264. assurance system. ofthecollege’s quality part teachers’ skillsandare akey and effectively to improve learning are usedextensively ofteachingobservations and In thebestcolleges In thebestcolleges, procedures for monitoring, The 2009/10 drewAnnual Report attention to 53 97 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

Literacy and numeracy Learners were motivated by working towards qualifications in literacy. However, the National Overall, the provision of literacy, numeracy and Tests of Literacy at levels 1 and 2, the nationally language support relies too much on teachers and recognised assessments for adult literacy learning, assessors who lack the specialist expertise to make a did not assess writing skills sufficiently. In five of the significant improvement in learners’ understanding 22 colleges or other providers of adult education and skills development. In vocational provision, and training visited learners were working towards learners’ literacy, numeracy and language needs outcomes that did not provide a suitable level of are not being adequately identified or supported. challenge. In these cases qualifications were being Too often, literacy and numeracy skills are not worked for at the same level as, or lower than, sufficiently assessed on entry or met as an integral qualifications which learners had already achieved, part of the main learning that students undertake. often in response to the entry requirements of Weak target-setting remains a significant area for further education programmes. improvement in all types of provision. Ofsted found that providers were most effective in Leadership and management meeting learners’ development needs in numeracy when they had a clear management strategy to 265. Leadership and management were judged to be ensure that numeracy was a compulsory component good or outstanding in 41 of the 84 colleges inspected in all vocational courses up to and including level 2. this year. The 10 colleges judged to have outstanding In the most successful provision, learners developed leadership and management all had outstanding their understanding of underlying mathematical capacity to improve. Seven had improved their overall concepts through practical and vocational effectiveness grades from their previous inspection. applications; they said that they could see how One college improved significantly from satisfactory to numeracy related to their careers or everyday lives outstanding. Characteristics of the colleges in which and were motivated to put in the effort needed to leadership and management were outstanding include: become more adept at tasks they had previously preferred to avoid. In contrast, in the majority of the a strong commitment to meeting the needs of provision judged to be no better than satisfactory, learners and achieving excellence classroom practice and resources focused primarily a supportive but self-critical culture that on disparate topics that were required for external promotes high standards and delivers a curriculum tests. Individual learning plans failed to identify responsive to local and national priorities clear learning goals that related to the learners’ governors who assume a central and highly personal aims and career or employment goals. effective role in setting the educational character In literacy, Ofsted found that the most successful of the college while at the same time carefully sessions were those where teachers drew on monitoring ambitious targets learners’ experiences and ensured that learning robust quality assurance of all aspects of the activities were closely related to language used in provision and staff development linked to areas everyday work and social settings. For learners with for improvement and strategic targets. foundation language development needs, there were few instances of systematic phonics teaching 266. An ongoing feature of the college sector is in colleges and work-based learning providers, the number of colleges that have either merged despite the fact that, for learners without a grasp of with another college in recent years or are actively the link between sounds and letters, this knowledge considering whether to do so. Mergers of colleges is necessary to develop their literacy. present a new and specific set of leadership challenges. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

98 in inspections carriedout before 2005. modelling procedure to establishaproxy for overall effectiveness effectiveness judgementwasawarded. These datatherefore usea priorto54. Ininspections undertaken 2005nooverall 54 the timescalefor improvement wastoo relaxed. assessment analysiswastoo descriptive,inothers were insufficiently robust. Insomecasestheself- not beensuccessful, systems to assure quality college. Inthosecolleges where themerger had included thesharingofbestpractice across the by effective actionsto secure improvement. This of underperforming provision wasrapid, followed successful mergers, intervention to address areas to ensure thatthishappens.Inmanyexamplesof succeed buttherelentless focus onperformance as awhole. They includenotjusttheambitionto successful leadershipandmanagementinthesector of mergers are similarto thecharacteristics of of thesuccessful leadershipandmanagement management andgovernance. The ingredients mergers dependonthequalityofleadershipand to link‘big’withbeing‘better’. Successful drive upqualityandthere isnoautomatic equation whole. This suggests that mergers do not universally inspections –are similarto thosefor colleges asa overall effectiveness andfor thechangesbetween These results for merged colleges –bothfor the same. other three mergers performance remained largely judgements for bothofthecolleges involved.Inthe the merged college isworsethantheprevious the other;andinonecaseperformance of is thesamefor oneofthecolleges butworsefor in three casesperformance ofthemerged college both ofthecolleges ofthemerger; whowere part improvement onthe inspectiongrade for oneor are possible,themerged college hasshownan four ofthe11mergers where direct comparisons six were goodandthree were outstanding.In two aninadequate grade for overall effectiveness, took place, sixreceived asatisfactory grade and inspected. Intheirfirst inspectionsafterthemerger Since 2005,17newly merged colleges havebeen College mergers 54

have beenjudgedmostpositivelythisyear. These are thetwokey judgementsfor which colleges overall judgementonleadershipandmanagement. arrangements bothform key components ofthe equality and diversity and the strength of safeguarding 267. post atthetimeofmerger. governance andonlyaninterim principalwasin well planned;there wasalackofcontinuity in acknowledged thatthemerger hadnotbeen one exampleofanunsuccessful merger governors capability to effect themerger successfully. In that theseniorleadershipteam hasthevisionand for thenewcollege. Governorsneedto beconfident rationale for themerger andclearstrategic direction success ofamerger. There needsto beacompelling Governors alsohaveacriticalrole inensuringthe provide for direction andsupport middlemanagers. clear aboutthecausesofunderperformance to final exampleseniorleaderswere notsufficiently response to weakareas ofperformance; andina management arrangements’ hadresulted inaslow on raising standards. Inanotherthe‘complex line reliance onagencystaffandtoo littleemphasis management wasweakandthere wasanover- In onemerged college, for example,curriculum to in leadership andmanagement. shortcomings were notsuccessful, thiswasdueinlarge part local priorities.Inthosecolleges where mergers revised to ensure thatitproperly responded to help raise standards andthecurriculumwasoften practice wasshared across thelarger institutionto performance methighprofessional standards. Good Effective wasprovided to support ensure thattheir clear abouttheirnewroles andresponsibilities. prepared priorto themerger andwere absolutely managers. Insuccessful mergers staffwere well merger are alsokey responsibilities ofleadersand for thechallengestheywillface duringthe Ensuring thatstaffare onboard andwellprepared The effectiveness withwhichcolleges promote 99 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

268. In the 48 colleges in which equality and 270. Residential accommodation is provided by diversity were judged to be good or outstanding, 42 further education and independent specialist the performance of different groups of learners was colleges. In 2010/11, Ofsted social care inspectors carefully monitored and effective action was taken carried out 12 inspections to ensure that care for to close gaps in achievement. The curriculum was learners aged under 18 met the national minimum designed carefully with equalities in mind and every standards.56 Of these, two were coordinated with a effort was made to ensure that the staff profile full inspection. The overall standard of care was high, reflected the student population. Diversity was with four colleges judged to be outstanding and celebrated throughout the year through events and eight judged to be good. The best colleges enhance other activities; collectively they formed an established the learning experience and independence of their part of the life of the college. Outside lessons, well- learners by providing a wide range of outstanding focused activities encouraged learners to acquire support services. For example, a number of colleges greater cultural awareness through trips, visits and with residential care provided one-to-one support by community events. In the weaker colleges, insufficient personal tutors, student services coordinators, student attention was given to the needs of different groups wardens and careers advisers. In many of these of learners. Curriculum leaders did not analyse their colleges students’ views are actively sought and help performance with sufficient rigour and opportunities to shape the residential provision and wider college were missed to develop learners’ understanding of community. In general, partnership working with other equality and diversity in lessons and in reviews of professionals and with parents was highly effective in learners’ progress in the workplace. these colleges.

269. When inspecting safety and care in colleges, Ofsted considers both how safe learners feel and also how well providers promote the safeguarding Sixth form colleges of learners. This judgement, if inadequate, can limit the judgement on the college’s overall effectiveness Figure 51 Overall effectiveness of sixth form colleges and in one case did so. In the main, colleges have inspected between 1 September 2007 and 31 August 2011 continued to respond well to the government’s (number of colleges) requirements for safeguarding learners. This aspect was judged to be good or outstanding in 66 of the Introduction of new framework 84 colleges inspected. Ofsted’s survey Best practice 2007/08 2008/09 2009/10 2010/11 in safeguarding in colleges highlights a number of Outstanding 18 6 2 0 consistent key features that contribute to outstanding provision in safeguarding.55 All the colleges visited had Good 12 13 8 5 given high priority to their approach to safeguarding. Satisfactory 3 8 8 5

Good-quality training resulted in a workforce that was Inadequate 0 0 2 0 confident and well equipped to promote safeguarding in a sensible and proportionate way. The curriculum Total 33 27 20 10 was used well to promote safety, in part by exposing learners to the risks that they were likely to encounter 271. Sixth form colleges have traditionally been one in their working lives and educating them about how of the most successful parts of the college sector. In to deal with them. Site security arrangements at all the previous inspection cycle over three quarters of the colleges had received careful consideration and sixth form colleges were judged good or outstanding. were effective, while maintaining an open and friendly Many of the good and all of the outstanding colleges environment. were outside the scope of inspections this year as a result of the proportional approach taken to inspection. Three of the sixth form colleges inspected

56. Accommodation of students under 18 by further education 55. Best practice in safeguarding in colleges (100239), Ofsted, colleges: national minimum standards, inspection regulations,

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 2011. Department of Health, 2002. 100 poor monitoring ofhealth andsafety risk assessments. knew whatto do iftheysuffered abuse orneglect,and having thesystems inplace to besure thatstudents Where there were weaknesses theyoftenrelated to not colleges inspected andsatisfactory intheotherfour. sixth form colleges judgednobetter thansatisfactory. intermediate levelcourses were weaknessesinsome qualifications andlowsuccess rates on foundation and ofadultswhoachieved students, thelowproportion of qualificationsand to cater for different typesof had diversifiedtheiroffer to include abroader range was oftentoo limited. Evenwhere sixthform colleges alternative employment-related qualificationsonoffer A-level or qualifications,the AS-level range of level 2provision. For studentswhowere notstudying closer to educationcolleges, general withmore further are atlevel3,butsomecolleges haveastudentprofile progress wasbelowthenationalnorm. passes, alownumberachievedhighgrades andtheir level 3learnersentering thecollege withgoodGCSE subject areas. Insomeofthesecolleges, despite many standards variedwidelyacross thecollege, andwithin these colleges, althoughteaching wasmostlygood, to besatisfactory infivesixth form colleges. In provide agoodvarietyofactivities. groups ofstudents.Mostlessonsare plannedwelland differences betweenthesuccess rates ofdifferent achieve wellinthesecolleges, andthere are nomajor five sixth form colleges inspected thisyear. Students hold theminhighregard. organisations andpartner active inlocalpartnerships but purposefulatmosphere. The colleges are alsovery at communicating, contributing towards thefriendly knowledge andseniormanagersare highlyeffective andlocal governors make good useoftheirexpertise outstanding for thisjudgement.Inthesecolleges, Seven ofthe10colleges inspected were goodor strength. expectations andambitionwasaparticular effectiveness withwhichleadersandmanagersraised five.However,year andsatisfactory inafurther the to begoodinfivesixth form colleges inspected this 276. 275. 274. 273. 272. aspirations onlearning. and allofthesehadclearlyrefocused thecollege’s this yearhadimproved since theirprevious inspection Safeguarding wasgoodinsixofthe10sixthform Most qualificationsoffered bysixth form colleges However, outcomes for learnerswere judged Outcomes for learnerswere judgedto begoodin Leadership andmanagementoverall were judged with moderate orsevere learningneeds. colleges inspected duringthisperiodwasfor learners of whomare inresidence. Mostoftheprovision inthe colleges withover3,500 learnersintotal, themajority at levels2and3. There are 58independentspecialist educationcolleges onmainstreamin further courses the independentspecialistcollege to attend provision discrete programmes, by aswellthosesupported highlevelsofneedon includes learnerswithvery and/or disabilities. The provision iswideranging and and training for studentswithlearningdifficulties had started atthe college.had started learners across allaspectsoftheirprovision since they not demonstrate adequately the gainsmadeby independence. However, too oftenmanagerscould learners for learning,employmentorgreater further the colleges were beginningto focus onpreparing was thepromotion ofequalityanddiversity. Mostof arrangements wasoftenanarea for development, as needs. The implementationofqualityimprovement were notsufficientlyplanned to meetindividual clear senseofpurposeandprogrammes oflearning inadequate. These colleges didnotalwayshavea of the11providers judgedsatisfactory andone better thansatisfactory istoo high,withseven inspected thisyearwhichwere judgedto beno 277. colleges Independent specialist 278. August 2011(numberofcolleges) specialist colleges between1September 2008and31 Inadequate Satisfactory Good Outstanding Total

Figure 52 Independent specialist colleges provide education The numberofindependentspecialistcolleges Overall effectiveness ofindependent Introduction ofnewframework 2008/09 5 0 3 2 0 2009/10 13 1 4 5 3 2010/11 11 1 7 3 0 101 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

279. Learning was most effective when it used practical and vocational work to motivate learners and Dance and drama schools develop their skills in realistic settings. However, too often teaching and learning did not meet individual and colleges needs well enough. Teaching and assessment were judged to be good in just four of the independent Figure 53 Overall effectiveness of dance and drama specialist colleges inspected this year and were courses inspected between 1 September 2010 and 31 inadequate in one. Poor-quality teaching was of August 2011 (number of providers) particular concern where, although learners had high levels of individual support in the classroom, 2010/11 opportunities for learning were missed and teachers Outstanding 4

lacked expertise in providing activities to stimulate Good 6 learners with the most profound learning needs. Satisfactory 1 280. In contrast, the colleges which were judged good Inadequate 0 for overall effectiveness prepared learners well for the next stages in their lives and learning. There was a Total 11 strong emphasis in the curriculum on the development of skills needed to help them through this transition, 282. Ofsted inspects those private schools and including the use of community-based work colleges that offer courses supported by the Young placements. If appropriate, learners were successfully People’s Learning Agency (YPLA) at first degree level, entered for those qualifications that would be useful in training for professional work in acting, musical for them in meeting their goals. Managers had a good theatre, contemporary dance, classical ballet and understanding of how well learners were making theatre production. The 11 courses inspected this year progress. They focused further development activities performed strongly overall, with all but one judged on where they would have most effect in improving good or outstanding. Of the 11 courses inspected this learners’ progress. year, nine had been inspected previously. Of these, five had maintained their performance since their 281. Ofsted carried out a survey this year which previous inspection, one had improved and three evaluated the arrangements for transition from school declined. and the provision in post-16 settings for learners with learning difficulties and/or disabilities up to 283. Teaching is often inspirational in dance and the age of 25. The survey found that the availability drama schools. Students are highly motivated to of specialist post-16 provision varied considerably. succeed in a fiercely competitive profession and Insufficient provision was available locally for learners skilled teachers and tutors engage, develop and refine with the very highest levels of need, and varied locally students’ raw personal drive and creative talent. for specialist needs such as sensory impairment and Students’ technical ability is taken to very high levels, behavioural difficulties. The current local authority and their imagination and creative flair are nurtured placement process resulted in significant inequities and extended. The courses reflect the intense in types of provision offered to learners with similar demands of the industry. However, a few schools needs. Both the independent specialist colleges fail to give their students sufficient opportunities included in the survey were involved with training to develop their critical skills. The dance and drama locally, using their specialist knowledge to train staff schools are very well led and managed. The best are working in other settings. Further findings from this exceptionally aware of their own strengths and relative survey are reported at page 111.57 weaknesses. A few, however, lack a sharply objective critical perspective. Almost all students complete their courses successfully, and a large majority of them secure professional work in their chosen industry shortly after leaving their school.

57. Progression post-16 for learners with learning difficulties and/

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The or disabilities (100232), Ofsted, 2011. 102 previously outstanding. basis ofOfsted’s riskassessment,twoofwhichwere year, 41hadtheirinspectionsbrought forward onthe the 167independentlearningproviders inspected this inspection, basedonanannualriskassessment.Of selection ofindependentlearningproviders for sector, aproportionate approach wastaken to the and Train to Gainprogrammes. having fewer than100learnersonbothapprenticeship of independentlearningproviders inspected thisyear ofthesector,providers inthispart witharound 30% will befunded. There isawiderange oflarge andsmall This isthelastyearinwhich Train to Gainprogrammes Employment andfoundation learningprogrammes. with arelatively to small numberoflearnersonEntry on apprenticeships and Train to Gainprogrammes, for whichdataare available.Learners were mainly around 78,000learners in2009/10,thelatest year learning providers whose programmes involved year 167inspectionswere ofindependent undertaken programmes, Train to Gainandotherprovision. This delivering work-basedlearningfor apprenticeship not-for-profit sector orvoluntary organisations Figures are rounded anddonotalwaysaddexactlyto 100. 2009/10 (187) Overall effectiveness 285. 284. providers Independent learning providers) 1 September 2009and31 August 2011(percentage of providers (including Train to Gain)inspected between 2010/11 (167) 4

Figure 54 10 Outstanding As wasthecaseacross thelearningandskills Independent learningproviders are private, 43 Overall effectiveness ofindependentlearning Good 45 Satisfactory 44 39 Inadequate 9 6 most outstandingproviders were specialistproviders. mainstream programmes. This isunlike lastyearwhen year predominantly offered relatively large-scale, striking. The outstandingproviders inspected this from 4%lastyearto 10%thisyear, isparticularly learning providers judgedto beoutstanding, providers beinginspected for thefirsttime. inadequate; infour casesthesewere relatively new or outstanding.Fiveproviders were judgedto be these providers overall effectiveness wasgood only provided Train to Gainprogrammes. In20of Ofsted carriedout46 inspectionsofproviders that both apprenticeships and Train to Gainprogrammes, the majorityofindependentlearningproviders offered to beprioritisedfor inspection.In2010/11,although assessment ensures thatweaker providers continue with 47%in2009/10,despite thefactthatrisk this year, 55%were goodoroutstandingcompared Of the167independentlearningproviders inspected has increased considerably compared withlastyear. judged goodoroutstandingfor overall effectiveness which nonewasoutstandingandjustfour were good. independent learningproviders were inspected, of of thesector. In2009/10,bycomparison, 14new well andcontributed to theimproved performance suggesting thatthesenewentrants havestarted these 31received agoodoroutstandingjudgement, year hadnotreceived aninspectionbefore, butof exception. Sixty-four oftheproviders inspected this high turnoverinproviders, andthisyearhasbeenno sector hastraditionally beenrelatively volatile,witha sector have,overall, performed wellthisyear. This 287. 286. in allhistoric dataused inthissection. currently describedasindependent learning providers are included 58. To allowfor meaningful comparisons only the providers 288. The increase inthepercentage ofindependent of The independent proportion learning providers Independent learningproviders newto the 58 103 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

Figure 55 Overall effectiveness of independent learning 292. Self-assessment and quality assurance systems providers inspected between 1 September 2010 and 31 in many providers had been strengthened, and this August 2011 compared with their previous inspection helped to drive improvement. The self-assessment (number of providers) process tended to be accurate, evaluative and highly inclusive, with good participation by staff and good All independent learning providers (103) use of learner and employer feedback to inform the 42 42 19 provider’s evaluative judgements. In one provider, Outstanding at previous inspection (2) for example, elected learner representatives chaired 1 1 a number of different groups which met to feed back

Good at previous inspection (54) learners’ views on all aspects of training. 10 27 17 293. Significant progress had been made in a number

Satisfactory at previous inspection (35) of these providers that had improved to outstanding

20 14 1 in safeguarding and provision of equality and diversity. In one provider which had made exceptional Inadequate at previous inspection (12) improvements in safeguarding, the changes 12 introduced by the provider had influenced company-

Improved Same Declined wide developments and developments at local hotels used during residential training. The same provider Sixty-four providers had not been inspected previously. was also piloting new recruitment initiatives aimed at increasing the participation of under-represented 289. As illustrated by Figure 55 of the 103 providers groups in apprenticeship programmes and on work- inspected this year which have previously been experience placements. inspected, 42 have improved and a further 28 have maintained either good or outstanding performance. Key inspection judgements Three providers made very rapid progress between inspections, one moving from satisfactory to outstanding, and two moving from inadequate to Figure 56 Key inspection judgements for independent good. Nineteen providers that had been inspected learning providers inspected between 1 September 2010 before deteriorated between inspections. and 31 August 2011 (percentage of providers)

290. A number of common factors help to explain the Overall effectiveness (167) performance of those independent learning providers 10 45 39 6 which improved to become outstanding. Almost all had Capacity to make further improvements (167) exceptionally high success rates, well above the national average, and many had shown sustained improvement 8 44 41 6 in success rates over time. There was very little variation Outcomes for learners (167)

in overall and timely success rates in these providers, or 14 49 33 5 between subject areas and different levels of courses. A high degree of consistency in outcomes achieved by all Quality of provision (167) learners was a key part of their success. 10 51 35 3

291. These providers were challenged and supported Leadership and management (167) by effective leaders at the top of the organisation, 10 44 41 5 and had staff who were quick to address areas for How effectively do teaching, training and assessment support improvement identified by previous inspections or by learning and development? (167) internal self-assessment. In a number of providers this 8 50 38 4 ethos and drive for improvement came from the wider Outstanding Good Satisfactory Inadequate organisation and employers with whom they worked. Leadership and management in these organisations Figures are rounded and do not always add exactly to 100. were focused, strong and supportive and set a clear direction to bring about improvements. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

104 teaching isdullandlearnersmake slowprogress. The weaker lessonsrely heavilyontheteacher’s input, use initialassessmentsufficiently to planlearning. to sessionsadequately theory andtoo manydonot providers, trainers donotalwayslinkpractical training inspected. Inlesssuccessful independentlearning are nobetter thansatisfactory in42%ofproviders employees’ progress. and employersfeel wellinformed very abouttheir withemployersarePartnerships extremely productive requirements well. ofemployersandlearnersvery employers whichensure thatprogrammes matchthe also developedstrong and linkswithindustry regular basis. learners’ progress ismonitored wellandonavery Assessment practices are goodandensure very that improve learningandmanageprogrammes. Good useismadeofinformation technology to benefit from excellent resources duringtheirtraining. highly regarded bylearnersandemployers.Learners tutors are experienced very sector intheindustry and teaching, training andassessmentare outstanding, year to 58%thisyear. Inthoseproviders inwhich were goodoroutstanding. This rose from 47% last providers where teaching, training andassessment be explainedbytheincrease of intheproportion out to achieve. oflearnersdonotachievewhattheyset proportion their outcomes than expected andaconsiderable In these providers some learners take longer to achieve better thansatisfactory in38%ofproviders thisyear. Although improved, outcomes for learnersare no marked increase from 2009/10whenitwas48%. learning providers inspected thisyear. This showsa be goodoroutstandingin63%oftheindependent inspection, outcomes for learnerswere judgedto 297. 296. 295. 294. teaching Outcomes for learnersandthequalityof However, teaching, training andassessment Many oftheseoutstandingproviders have The better outcomes for learnersmayinpart In thecontext ofarisk-basedapproach to thinking skills. self-confidence andindependent andgoodanalytical engineering skillsandknowledge.Mostdevelop apprentices acquire awiderange ofgeneral specialist skillsrequired bytheiremployers,these which ishighlymotivating. As wellasdeveloping additional qualificationsduringtheirapprenticeship, high-quality equipment.Manyapprentices achieve in well-equippedengineeringworkshopswith training isoftengood, withmostlearnersworking providing stimulating andeffective sessions.Practical good, withknowledgeableandexperienced teachers Teaching andtraining inthissubjectarea are mostly year, someofthebesttraining isseeninengineering. therapy); andpreparation for life andwork. As last hairdressingenterprise (particularly andbeauty manufacturing technologies; retail andcommercial business administration andlaw;engineering this yearare health, publicservices andcare; independent learningproviders inspected development. few linkswithoutsideagenciestoskillsfor support life needs intheseskillsare notmet. There are alsotoo are too oftennotsufficientlyscreened for, orlearners’ subject area asawhole,literacy andnumeracy skills plan andmonitor subsequentprogress. Across this improvement are notalwayssufficientlyspecific to some goodproviders thetargets setfor individual knowledge andsector skills.However, evenin long andrelevant experience industry andoutstanding learners’success.critical role insupporting They have targets. Intheoutstandingproviders, assessorsplaya learners worktowards detailedandchallenging achievement gapsbetweendifferent groups, and this subjectarea there isastrong focus onnarrowing good oroutstanding.Inthemosteffective providers in services and care provision inspected thisyearwas this year. For example,themajorityofhealth,public performing highlyamongtheproviders inspected on itsown,othersubjectareas inspected are also 298. 299. The principalsubjectareas offered by Unlike lastyear, whenengineeringstood out 105 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

300. In retail and commercial enterprise all the However, the success with which providers outstanding provision inspected this year was for deliver apprenticeships is variable. In good and hairdressing apprenticeships. In these providers outstanding provision the delivery of on- and learners developed good commercial skills in off-the-job training is highly individualised by hairdressing, with an increasing emphasis on trainers, assessors and employers, with each learner improving customer service skills. Teaching staff were receiving close attention and support which takes well qualified and experienced, and many of them good account of her or his individual needs. Less continued to work in salons for one or more days each successful aspects of apprenticeship provision, week to keep their skills current. particularly in providers judged satisfactory, 301. Apprenticeships will be an increasingly include imprecise target-setting and insufficient important element of provision for independent identification of or support for learners’ literacy and learning providers, colleges and employer providers numeracy development. Resources are generally given the government’s commitment to increasing good and in specialist employer providers they are apprenticeships and the end of Train to Gain. Although often excellent. Partnership working with employers overall success rates are improving, a number of is usually productive, but in the weaker providers it challenges still need to be addressed. is not always close enough to ensure that learning is planned effectively. However, most employers Apprenticeships provide very good support for their apprentices. This year Ofsted inspected apprenticeship programmes that involved around 65,000 Leadership and management learners in 2009/10. Success rate data show that apprenticeship provision across the learning 302. In 54% of the independent learning providers and skills sector has been improving. The overall inspected this year leadership and management success rate for levels 2 and 3 apprenticeships were judged good or outstanding. This has increased increased considerably, from 66% in 2007/08 to from 48% of those inspected in 2009/10. However, 74% in 2009/10. Structured pathways to enable leadership and management remain weaker aspects learners to progress are being developed actively of provision and continue to show some room for and successfully in most provider types, particularly improvement. In particular, the contribution that in colleges, providing good progression routes for self-assessment makes to improving the quality of learners from foundation and pre-entry programmes provision and outcomes for learners is not strong; it through to higher levels of training and education. was judged inadequate in 15% of those providers inspected this year. This was also a key weakness The most positive features of apprenticeship identified in inspections last year. programmes across the sector are the very high standard of work produced by learners, the 303. The poor quality of self-assessment is a common acquisition and application of theoretical and feature for those where capacity to improve is not practical skills, and the range of skills that learners good. Too often, the self-assessment does not clearly gain which are specific and applicable to their identify the weaknesses in provision and strengths employers’ needs. In apprenticeship programmes are overstated. Self-assessment does not always delivered by employers themselves apprenticeships take sufficient account of the views of learners and are often tightly tailored to meet business needs, employers and in the worst cases does not involve producing apprentices who are job-ready from early routine observation of key activities. Where lesson on in their programmes. observations do take place, findings often do not link with meaningful individual or group staff development and there is no systematic follow-up or support for areas of development. Records of observations of training are often insufficiently critical. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

106 learning andskillsproviders. risk-based assessmentmethodology asfor other providers are selected for inspection usingthesame which ninewere large nationalemployers.Employer 2010/11, Ofsted inspected 16employerproviders of the required job-specificskillsinspecialistareas. In their businessneedsandthatapprentices develop programmes to ensure thattraining schedulesmatch choose to runandmanagetheirownapprenticeship a provider ofwork-basedlearning.Employersmay rather thancontracting theseoutintheirentirety to based learningprogrammes, suchasapprenticeships, and managetheirowngovernment-funded work- arrangements were substantiallyincomplete. either failedto meetgovernment requirements or understanding wasincomplete. Inadequate provision toreports boards orgoverningbodies,employers’ culture; key elementswere missing,suchasroutine was ofteninsufficientlyembeddedintheworking learners. Insatisfactory providers, safeguarding as were activeriskassessmentandmonitoring of staff, learnersandemployerswere notablefeatures, regular promotion of, aspects ofsafeguarding for requirements. Highlyeffective training in,and rather thansimplyconforming to statutory a clearfocus ontheimpactofthesearrangements, safeguarding were goodoroutstandingthere was requirements. Inproviders where arrangements for indicating thatnearlyallwere meetingthestatutory judged to beatleastsatisfactory for safeguarding, in 2010/11. All butfour providers inspected were to begoodincreased from 29%in2009/10to 34% for safeguarding, judged althoughtheproportion ineffective. groups, inthemain strategies to dosoremain gender stereotyping orrecruit under-represented Although mostproviders workhard to counteract outstanding thisyearcompared with33%lastyear. improved, with42% ofproviders judgedgoodor 306. Employer providers 305. 304. Employer providers are thoseemployerswhorun The majorityofproviders remain onlysatisfactory The grade profile for equalityanddiversityhas however, of learnerstaking longerthan theproportion routes for staff. Insomesatisfactory providers, productivity andwell-definedcareer development benefited from reduced turnoverofstaff, increased Managers withinthebusiness told inspectors howthey improvements intheireconomic andsocialwell-being. to better performance atwork,as wellasleadingto and understandingtheygained directly contributed were intrinsicallylinked to theirjobs. The experience successfully developedskillsandknowledgethat inspected thisyear. Intheseproviders, learners or outstandingin10ofthe16employerproviders outstanding. exceptionally rapid improvement from inadequate to One employerprovider whichwasreinspected made improved andonedeclinedfrom goodto satisfactory. seven whichhadbeeninspected previously, three was outstanding,sixwere found to begood.Ofthe had notbeeninspected before andalthoughnone toproportions lastyear. Nineemployerproviders remainder were satisfactory. These are similar 2010/11, 10were outstandingorgood,andthe assessment supportlearninganddevelopment?(16) How effectivelydoteaching,trainingand Leadership andmanagement(16) Quality ofprovision(16) Outcomes forlearners(16) Capacity tomakefurtherimprovements(16) Overall effectiveness(16) 308. Key inspection judgements 307. Overall effectiveness August 2011(numberofproviders) providers inspected between1September 2010and31

Figure 57 Outstanding 2 2 2 2 2 3 Outcomes for learners were judgedto begood Of the16employerproviders inspected in Key inspectionjudgementsfor employer Good 7 8 8 7 10 11 Satisfactory Inadequate 7 6 6 6 4 3 107 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

expected to complete their qualifications was often 311. In the most effective employer providers, too high because business priorities frequently took managers are very committed to work-based precedence over the completion of training. learning programmes. They ensure that training and workforce development are regular features of 309. The quality of teaching, training and assessment these organisations’ business plans even though was outstanding in two employer providers and good training is not their primary business. Frequently, in a further 10. Practical training in the workplace these employers make their own financial is often of a very high standard and usually carried contribution to government-funded programmes out by very knowledgeable trainers or experienced by funding additional learners. Eleven out of the coaches. Learners particularly enjoy and value the 16 employer providers are considered to provide fact that training is directly applicable to their jobs good or outstanding value for money. However, and that they are learning in industry-standard self-assessment is an area for improvement: it was environments. Most employer providers make good satisfactory in nine of the 16 providers and only use of mentors, who act as role models and provide one was outstanding. Although employer providers additional support to learners. However, in half of are generally good at quality assuring their main the employer providers inspected this year the initial business products and services, not all have developed assessments of learners’ starting points were not used sufficiently robust systems to quality assure and effectively to plan individual learning targets and goals improve the training offered. In order to do so, or address potential barriers to learning. This is an area employer providers need to make better use of the for development. views of learners, supervisors, trainers and assessors 310. Employer providers generally make effective and undertake formal observations of all aspects of use of company-wide training and development the training provided. opportunities to enhance and supplement learners’ 312. The promotion of equality and diversity to experience and progression opportunities. A particular learners in employer providers continues to be an area strength of employer providers is the way they link of concern despite some evidence of improvement. the business-related training to the content of the Equality and diversity were judged to be good or qualification being undertaken. Seven employer outstanding in only six of the 16 providers inspected providers have matched their own in-house training this year, although this is a slightly higher proportion to the requirements of the qualifications offered. than last year. Trainers, supervisors and mentors Front-line managers welcome the fact that the often lack the confidence to be able to challenge government-funded programmes are strongly aligned learners’ views and opinions. They do not routinely with in-house training and that together these lead to use everyday workplace situations to reinforce equality better business performance. In at least five employer and diversity during training, assessment and progress providers, interactive online learning packages have reviews. Employer providers do not always analyse and been specifically designed to support apprenticeship research any differences in the performance of groups programmes. However, not all employer providers of learners. ensure that learners have adequate access to web- based training packages. 313. Almost all employer providers inspected placed great emphasis on the health, safety and well- being of their employees, resulting in seven being Employer providers judged outstanding and eight good for ensuring generally make effective use that learners feel safe. Employer providers usually have strong business-related policies and procedures of company-wide training and for health and safety and employees’ well-being, development opportunities and appropriate arrangements for those under 18 years of age. However, management arrangements to enhance and supplement for safeguarding vulnerable groups are not always learners’ experience and sufficiently clear and remain an area for improvement. progression opportunities. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

108 and onlytwodeclined. had beeninspected previously, ofwhich23 improved concern. Forty-one providers inspected in2010/11 of outstandingprovisionsmall proportion remains a judged inadequate thisyear, althoughthevery to lastyear. Itisencouraging thatnoproviders were community learninginspected similar thisyearisvery workplace. 3% to achieveanoccupational qualificationin the qualification (includingaround 1%aged14–18);and 19% aimedto achieveanacademic orvocational aim wasto learnfor socialandpersonaldevelopment; part-time. Ofthese,78%were adultswhosemain with theseproviders was230,000,mostlystudying available, theapproximate total numberoflearners In 2009/10,thelatest yearfor whichfigures are learning, mostofwhichwere localauthorities. Ofsted inspected 45providers ofadultandcommunity and specialistdesignated institutions.In2010/11 organisations, educationcolleges general further andcommunitylocal authorities,voluntary learners, andisprovided byavarietyoforganisations: range ofeducation andtraining, mainlyfor post-16 315. Overall effectiveness 314. learning Adult andcommunity and 31 August 2011(numberofproviders) learning providers inspected between1September 2007 Inadequate Satisfactory Good Outstanding Total

Figure 58 The performance ofproviders of adultand Adult andcommunity learningcovers awide Overall effectiveness ofadultandcommunity 2007/08 49 22 17 7 3 Introduction ofnewframework 2008/09 68 32 30 2 4 2009/10 10 30 43 3 0 2010/11 45 11 33 0 1 opportunities. and guidance givento learnersaboutprogression learning andintheadvice employment andfurther more accurate information aboutprogression into improvement isneededinrecording andproviding few could demonstrate thissystematically. However, learners into employmentand otherlearning,anda cited manyanecdotalexamplesoftheprogression of learning to take onvolunteering roles. Providers confidence andself-esteem, for examplethrough improved employability. Learners alsoincreased in literacy andnumeracy skills,newworkcontacts and gained bylearnersincludedbetter communication, generally good. The socialandeconomic benefits and community learninginspected thisyearare 316. Key inspectionjudgements and 31 August 2011(numberofproviders) community learninginspected between1September 2010 1 1 1 and development?(45) How effectivelydoteaching,trainingandassessmentsupportlearning Leadership andmanagement(45) Quality ofprovision(45) Outcomes forlearners(45) Capacity tomakefurtherimprovements(45) Overall effectiveness(45) 2

Figure 59 Outstanding Outcomes for learnersinproviders ofadult Key inspectionjudgementsfor adultand Good 31 34 33 31 33 36 Satisfactory Inadequate 13 11 11 11 11 8 1 1 109 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

317. The quality of provision was also predominantly 321. Promoting equality and diversity is a particular good. However, the quality of teaching, training strength of this sector. Twenty-nine providers received and assessment, which forms a key component of good or outstanding grades for equality and diversity. the judgement on the quality of provision, was less Adult and community learning providers generally positively judged, with 13 of the 45 providers judged excelled at including and engaging vulnerable satisfactory and one inadequate. As was the case last and hard to reach learners through outstanding year, no provider was judged to have outstanding partnerships. Fifteen providers received outstanding teaching overall; nevertheless, teaching was judged grades for their work with a range of community outstanding in 10% of lessons observed. This suggests organisations that impacted positively on the lives that although some outstanding teaching is taking of learners with extreme barriers to learning such as place, quality is not consistent across different subject mental health difficulties or a history of substance areas or courses within a single institution. In previous abuse. No adult and community learning provider was years, inspections have identified the need for judged inadequate for safeguarding. providers to improve the monitoring of teaching and 322. Partnership working also helped to support learning to drive up quality and this remains an issue. learners with learning difficulties. Many adult and 318. In those lessons where teaching was outstanding, community learning providers worked effectively tutors were highly skilled at providing examples with partners to provide these learners with excellent and breaking down complex technical processes for resources and a range of programmes to fit their learners; tutors’ enthusiasm was inspiring. They got different learning needs. They also supported the best out of learners and made learning relevant volunteers who acted successfully as learning to them at a personal level. They were often industry champions. In addition, family learning partnerships or ex-industry practitioners who brought recent engaged many hard to reach learners through and relevant practice into the classroom. The most effective engagement with local schools. successfully taught subject areas inspected this year were arts, media and publishing and preparation for life and work. In these sessions, tutors posed challenging Promoting equality and questions, thoroughly checked learners’ understanding diversity is a particular strength and made learning fun. They enlivened sessions by their skilful use of technology and provided excellent of the adult and community examples, explanations and demonstrations. learning sector. Twenty-nine 319. Improving teaching and learning featured as providers received good or an important recommendation for many providers. Key issues included insufficient focus on learning outstanding grades for equality or assessing learning needs; unimaginative use and diversity. of technology; and a lack of clarity in what tutors expected learners to do or achieve. Some sessions were let down through tutors’ lack of expertise in the subject. These issues are similar to those identified in 323. Although adult and community learning 2009/10. providers inspected this year generally excelled at including and engaging vulnerable learners and were 320. Leadership and management were generally using partnerships to good effect to support learners good as many leaders provided clear strategic with learning difficulties, Ofsted’s recent survey of direction and promoted ambition well. Value for the arrangements for the transition of learners with money was good or outstanding in 32 providers, of learning difficulties and/or disabilities from school to which five were outstanding, even where there were post-16 provision shows that there are a number of funding reductions. In order to improve leadership weaknesses in this area across the learning and skills and management further, providers need to sharpen sector as a whole.59 their self-assessment and the quality of monitoring of dispersed provision that is subcontracted or delivered through partnerships. 59. Progression post-16 for learners with learning difficulties and/

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The or disabilities (100232), Ofsted, 2011. 110 engage inactivitiesfor fivedays aweek. funded atahigherlevel,which enabledlearnersto separately ofspecificprojects orasprovision as part most successful provision seen wastypicallyfunded under thefoundation learning arrangements. The byjobcoaches,supported could notbefunded provision, suchassocialenterprises andinternships on foundation programmes. The mosteffective were availabletowork opportunities learners community engagement. Too few practical, real employment,independentliving or or supported effective inenablinglearnersto progress to open narrowly focused onaccreditation andwere not programmes reviewed byinspectors were too for progression tostudy. further However, the levelsandinpreparingqualifications atentry were generally successful inachievingunitsof Learners ondiscrete foundation programmes time. disengaged from educationandtraining for some accommodating thoseyoungpeoplewhohadbeen apprenticeships, were effective atengagingand independent providers offoundation learningand The post-16 providers visited, particularly familiar atanearlystagewiththeirnextplacement. towhen learnershadopportunities become from schoolto apost-16 settingwasmosteffective learners withsimilarneeds. The transition directly inequities inthetypesofprogrammes provided for were notalwaysclear. This resulted insignificant of need. The criteria usedfor placement decisions was availablefor learnerswiththehighestlevels found to significantly, vary littleprovision andvery The availabilityofprovision atpost-16 wasalso available to them. a third ofcaseswhere itshouldhavebeenmade completed learningdifficultyassessmentinonly not workingeffectively. Providers hadreceived a basis for theirtransition to post-16 provision were people withalearningdifficultyassessmentasthe local authorities’arrangements to provide young with statements of need. to outmulti-agency assessmentsfor carry pupils Since 2008,localauthorities havebeenrequired and/or disabilities Provision for learnerswithlearningdifficulties

Inspectors found that establishments. and skillsprovision inadultandyoungoffender Majesty’s Inspectorate ofPrisonsto inspectlearning and vocationaltraining. Ofsted collaborates withHer expectations includeastrong emphasisoneducation Prisons andwhichhavebeenjointlyproduced. These expectations setoutbyHerMajesty’sInspectorate of in youngoffender institutions.Ofsted inspectsagainst (formerly knownasjuvenileoffenders) aged15to 17 also provides secure accommodation for youngpeople developing skillsfor employment. The prisonservice assessed usingthesameframework whichfocuses on and skillsprovision for thesegroups ofprisonersare offenders agedbetween18and21. The learning accommodation for adultsagedover21andyoung partially achievedand16% were notachieved. partially recommendations were fullyachieved,26%were Overall, for the16follow-up inspections58%of work, resettlement, libraries andphysicaleducation. tolearning andskillsactivities,Entry Employment, progress madeonrecommendations relating to and youngoffender institutionsandmonitored the Ofsted carriedout16 follow-up inspectionsofprisons unannounced follow-up inspections.In2010/11 recommendations madeatfullinspectionsthrough of prisons,Ofsted monitors progress inimplementing to fullannounced andfullunannounced inspections but notexclusively between18and21.Inaddition predominantly adultsandyoungpeopleagedmainly full inspectionsofcustodial settings housing 324. offender institutions Prisons andyoung 325. The prisonservice provides secure prison In 2010/11,inspectors completed 24 111 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

Figure 60 Key inspection judgements for learning and 328. The quality of initial assessments is still largely skills in full inspections carried out in prisons and young only satisfactory, although there have been some offender institutions inspected between 1 September 2010 improvements in the way that this information is and 31 August 2011 (number of providers) shared between different establishments, significantly reducing the need to repeat assessments. The use Overall effectiveness (24) of individual learning plans has improved, with the 9 13 2 best examples providing clear objectives for learners Capacity to make further improvements (24) to help them progress. But learning plans are not 1 9 13 1 always shared with other staff within the prison and

Outcomes for learners (24) frequently not used across all areas of the prison. Too often information on individual learning plans does 13 11 not help inform sentence planning. Quality of provision (24) 329. The quality of teaching and learning was good in 9 15 12 of the 24 prisons inspected. Where good teaching Leadership and management (24) and learning were observed, this was often linked 9 13 2 to improvements in vocational training. However,

How effectively do teaching, training and assessment support the impact of teaching was often limited by other learning and development? (24) weaknesses. In too many instances other prison 12 12 regime activities took priority over scheduled learning and skills activities, resulting in poor punctuality and Outstanding Good Satisfactory Inadequate attendance, with frequent disruption to teaching and learning. Furthermore, in around a third of those inspected, weaknesses in quality assurance 326. Last year the poor quality of learning and skills arrangements were evident, leading to insufficient provision in prisons was highlighted as a serious focus on constantly improving teaching and learning. concern. The overall profile of prisons inspected this In too many cases there were also weaknesses in year is slightly more positive than last year, but it is setting individual targets for learners and planning still not strong. Fewer prisons were judged inadequate to meet their needs. Other shortcomings included for their learning and skills provision and a greater unsuitable accommodation, including difficulties in proportion were judged to be good, but substantially accessing the library, in a few prisons inspected and less than half of the provision inspected was good variable access to information and communication overall and none was outstanding. Of the 21 prisons technology equipment. However, in a minority of inspected this year that had received a previous prisons formal teaching was very effectively supported inspection, 10 improved while only three declined. by wider access to computers to support learning. 327. Outcomes for learners is the most positively 330. Inspection shows that the extent to which judged key aspect of provision this year. Many of provision meets the interests and needs of users is the prison workshops that produce work for external the most significant limiting factor to the quality of companies are providing good opportunities for provision overall. Nine of the 24 prisons inspected this prisoners to develop skills for employment and a year were judged inadequate in this area, which is a good work ethic. However, there remains room for serious concern. Key weaknesses included a narrow improvement. In many cases prisoners’ skills are not range of courses within each level, insufficient literacy sufficiently recognised or recorded to provide evidence and vocational courses and a lack of provision at to prospective employers on release, particularly and above level 2. Inspectors also found that about where formal accreditation is not in place. a third of prison services lacked a sufficient focus on employability while in other cases not enough attention was paid to meeting additional learning needs. In many prisons courses provided were not well matched to the changing needs of prisoners, while difficulties in retaining staff limited what could be

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The offered. Staff shortages and turnover were problems 112 or better. employers, community groups andothersjudgedgood prisons inspected withschools, were partnerships better reintegration into thecommunity. Inonlyseven attend training courses orobtainemploymentto help enough to for provide goodopportunities prisonersto temporary licence for eligibleprisonersisnotused release continue to bevariable. The useofrelease on forand provide opportunities employmenton employers to helpinform curriculum development improve theiremploymentprospects. Linkswith not beingaccredited inawaythatwouldeffectively in someaspectsoftheireducationandtraining were around ofprisons,prisoners’achievements aquarter not developprisoners’jobsearch skillseffectively. In or training onrelease, andfrequently prisonsdo toenough support helpprisonersfindemployment Information, advice andguidance donotprovide the community continue to beunderdeveloped. different minorityethnicgroups. and addressing differences inachievementbetween also weaknessesinpromoting equalityanddiversity, and learning.Inaminorityofprisonsthere were managers were notsystematically teaching observing to improve teaching andlearninginafew prisons used effectively to evaluate thequalityofprovision or perceived to beunfairbyprisoners. poor,work andactivitieswere particularly andwere inadequate prisonthe processes usedto allocate in place for themostpopularprogrammes. Inone and interests oflearners,withlongwaitinglists available onprogrammes whichbestmettheneeds by managersmeantthatnotenoughplaces were being offered. Inmanyoftheseprisonsweakplanning having adetrimentalimpactonthequalityoflearning weaknesses inleadershipandmanagementwere judged to beinadequate oronlysatisfactory, 333. 332. 331. trainers andemployers. withlocal needs through closepartnerships very effective service metprisoners’future employability in nearlyonethird of theprisonsinspected. The most Programmes to helpprisonersresettle into In around halftheprisonsdatawere notbeing In prisonsinwhichlearningandskillswere up inspectionsandthree were fullinspections. young peoplebelowtheageof18,four were follow- offender institutionsinspected thataccommodated juvenile offenders) aged15to 17.Ofthesevenyoung accommodation for youngpeople(formerly known as offering afterrelease. support strengthening links withemployersandproviders focus ondevelopingprisoners’jobsearch skills;and demonstrated to prospective employers;agreater skills for employmentbetter sothatthesecanbe inspection: theneedto record evidence ofprisoners’ into thecommunity somekey prioritiesemerge from establishments. for more ablelearners wasinsufficientintwoother the needsofmore ableyoungwomen,butprovision a range ofhigher-level qualifications to cater for narrow. One establishment had successfully introduced However, therange ofsubjectsoffered isstilltoo were takingGCSEspriorto theirarrivalincustody. toprovide goodsupport thoseyoungpeoplewho of nationalqualifications to young people,andmany high. Establishmentsare increasingly offering arange workshops andinwhichthestandards achievedwere work skillsthatyoungpeoplegainedinthevocational in one. strength was thegoodpracticalA particular establishments, satisfactory inoneandinadequate Outcomes for learnerswere judgedto begoodinfive judged good,onesatisfactory andoneinadequate. year for theirprovision for 15–17-year-olds were 335. institutions 15–17 inyoungoffender for youngpeopleaged Secure accommodation 334. 336. The prisonservice alsoprovides secure In order to improve theresettlement ofprisoners Five youngoffender institutionsinspected this 113 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

337. Much of the teaching observed during inspections of these establishments was good, as Probation Trusts was initial assessment. Young people are generally benefiting from good individual learning support 340. Ofsted collaborates with Her Majesty’s during their time in custody, particularly additional Inspectorate of Probation to inspect learning and skills support in literary or numeracy. Attendance and for offenders under supervision in the community. punctuality in the establishments inspected have England is divided into 35 Probation Trusts. Offender both significantly improved, although the reasons managers play a key role in referring offenders to for young people’s absence were not always known. education, training and employment interventions Behaviour has also improved and was good, although aimed at helping them tackle their offending this was noticeably better in the practical workshops behaviour. Probation Trusts work with a variety of where young people enjoyed their learning and learning and skills providers that help offenders in the challenges presented to them. Staff training in the community and after release from custody to managing behaviour has been successful in reducing develop skills and qualifications that should increase the number of young people being removed from their opportunities for employment and help them lessons and returned to the residential units. reintegrate more successfully into the community. Probation staff also provide reports to courts prior 338. In the establishment judged inadequate to sentencing, advising where education and training inspectors reported that too much teaching was may form part of the order of the court. Most unsatisfactory and failed to stimulate or engage offenders attending learning and skills provision do so young people. Outcomes for learners were also poor. voluntarily. A high number of young people required additional learning support in order to succeed on their courses Figure 61 Key inspection judgements for Probation and their needs were not being met. While volunteers Trusts inspected between 1 September 2010 and 31 August made a valuable contribution to supporting young 2011 (number of providers) people, this was not sufficient and the overall quality of educational support was inadequate. Provision for Overall effectiveness (11) young people whose first language was not English 3 8 was also poor. Capacity to make further improvements (11)

339. Educational programmes are generally well 2 9 planned and enable most young people to gain Outcomes for learners (11)

experience and qualifications in vocational subjects 6 5 that are of interest to them and will be of benefit Quality of provision (11) in their future careers. However, individual learning plans remain poor with insufficient attention given to 7 4 specific learning objectives and inaccurate recording Leadership and management (11) of progress. In terms of preparing young people to 3 8 settle back into the community, these establishments How effectively do teaching, training and assessment support generally used release on temporary licence well learning and development? (11) to enable young people to gain work experience 5 6 or to visit colleges. However, partnerships with employers remain underdeveloped, as in much of Outstanding Good Satisfactory Inadequate the secure learning sector, and should be a focus for improvement in the future. 341. In 2010/11, Ofsted undertook 11 inspections as part of Her Majesty’s Inspectorate of Probation’s Offender Management Inspection programme. As was the case last year, no outstanding provision was seen; however, no providers were judged inadequate this year, compared with three last year. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

114 intervention to completion. few offenders attend orcontinue withtheirplanned while thenumberofreferrals isgenerally high,too numeracy needsisofteninsufficient.Moreover, to planlearningandtheassessment ofliteracy and Individual learningplansare notbeingusedwell how theprogress ofoffenders inlearningissupported. increase thetraining for offenders. linkswithproviders togood partnership expandand offender learninginthecommunity andhaveformed have adapted wellto thechangesinfunding of employment isimproving. Furthermore, Trusts offer to helpoffenders gaintheskillsto achieve Inspections showthattherange ofprovision on Trusts were judgedgoodfor theirqualityofprovision. is alsoencouraging thatsevenofthe11Probation projects, butthesefrequently remain unrecorded. It good employabilityskillsoncommunity payback learning goals.Manyoffenders are alsodeveloping with more learnersbeingsuccessful inmeetingtheir achievement ofaccredited qualificationshasimproved, Trusts beinggraded good.Inspectionsfound that more positivepicture, withsixofthe11Probation offenders receiving anunevenqualityofservice. rarely found across aProbation Trust, whichleads to This meansthatconsistently goodstandards are to identifytrends andsettargets for improvement. for improvement. Dataare notusedsufficientlywell in mostProbation Trusts inspected to actasatool of self-evaluation,whichisnotdevelopedenough considerable degree thisisdrivenbythepoorquality satisfactory inallbut twoofthe Trusts. To a weakest area andwasdeemednobetter than 344. 343. 342. improving. to achieve employmentis help offenders gaintheskills range ofprovision onoffer to Inspections showthatthe However, there remain concerns whichrelate to Judgements for outcomes for learnersshowa Capacity to improve wasjudgedto bethe they were provided. educational activitiesonoffer orthetimesatwhich in three outofthefour centres ineithertherange of ineducationandthereparticipated were shortcomings education provision. However, notenoughdetainees intheplanningandmanagementof particularly been someimprovements since theirlastinspection, and three were follow-up inspections. centres, ofwhichonewasafullannounced inspection undertook four inspectionsofimmigration removal Between September 2010and31 August 2011Ofsted education andtraining inimmigration removal centres. Her Majesty’sInspectorate ofPrisonsto inspect to immigration control. Ofsted collaborates with provide asecure environment for peoplesubject also insufficient. improvement. Professional developmentfor staffwas of teaching were poorlydevelopedandthisimpeded improved, systems to monitor andevaluate thequality which thequalityofteaching andlearninghadnot periods oftime.However, inthetwocentres in and better mettheneedsofdetaineesheldfor short which were achievablefor themajorityoflearners accreditedprovision ofshort, learningprogrammes curricula thatwere more appropriately focused onthe better assessmentofindividuals’learningneedsand of thecentres inspected. This wasunderpinned by the learningenvironments, hadimproved intwo 346. 345. centres Immigration removal 347. In allfour immigration removal centres there had Immigration removal centres are required to The qualityoftheteaching andlearning, 115 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Learning and skills

348. Work opportunities have been increased, or were being more effectively managed at three centres Armed Forces training and were generally well promoted. However, the quality and range of work opportunities and training 349. Earlier this year Ofsted published its third report places continues to require improvement. Access to into welfare and duty of care in Armed Forces initial 60 higher level qualifications for longer-stay detainees training, the first being in 2009. Ofsted inspects was limited. Library and physical education facilities welfare and duty of care in phase one and phase two were generally satisfactory, both being reasonably training. Phase one training is the general introduction well used. Physical education provision has improved, to military life. Phase two covers the more technical although areas for development remain particularly and professional training skills required to become a for older detainees. In two centres improvements were member of the Armed Forces. needed in allowing detainees access to computers and the internet. More work is also needed to improve attendance at learning sessions and participation rates across learning and skills provision.

60. Welfare and duty of care in Armed Forces initial training

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The (110037), Ofsted, 2011. 116 development of localities. become strategic leadersinthe economic andsocial communities sothatcolleges andotherproviders can wider benefitsoflearning for individuals and for to theageof18;andcontinuing to focus onthe inlearningup the ambitionoffullparticipation deliver thegovernment’sgrowth strategy; delivering capabilities ofthecurrent andfuture workforce to to haveacriticalrole indevelopingtheskillsand course wasgenerally high. oftraineesproportion whofailedto complete their those establishmentsinspected lastyearinwhichthe where itremains high. very This isincontrast to reduced inallbuttwoestablishmentsinspected, of trainees whodonotcomplete theircourse has to it.Overall passrates are high,andtheproportion always accessible to thosewhoshouldhaveaccess information onvulnerable trainees andrecruits isnot not consistently well-coordinated, withtheresult that in three establishmentsinspected, theinformation is concerns ofindividualrecruits andtrainees. However, this yearhaveclearsystems for recording thewelfare needs are meteffectively. All establishmentsinspected are motivated bythetraining andthattheirwelfare performance. satisfactory. This demonstrates animproving profile of for overall effectiveness in 2009/10are now atleast The twoestablishmentsjudgedto beinadequate inspection andfivewere awarded thesamegrade. of welfare andduty ofcare intheirmostrecent awarded ahighergrade for theiroverall effectiveness previously inthelast twoandahalfyears,three were be goodandsixwere satisfactory. Of theremaining establishments three were judgedto its overall effectiveness inwelfare anddutyofcare. one establishmentwasjudgedto beoutstandingfor inspection ofwelfare anddutyofcare beganin2004, 2010/11 inspectioncycle.For thefirsttimesince the establishment wasjudgedto beinadequate inthe September 2010and August 2011.Notraining 353. Looking forward 352. 351. 350. The learningandskillssector willcontinue Recruits andtrainees that theyfeel report safe, Of theeightestablishmentsthatwere inspected Ofsted inspected 10establishmentsbetween this year. community learningproviders andprisonsinspected outstanding teaching wasseenincolleges, adultand and learningare thekeys to success, andtoo little that remain stuckatsatisfactory. Excellent teaching a concern, thenumberofcolleges andparticularly yields. The overall performance ofcolleges istherefore up access to highereducationandthebenefitsthatit engaged ineducation,training andwork,opening the sector hasakey role inenablingpeopleto become exacerbated.in societycould befurther Inparticular, most disadvantagedindividuals,familiesandgroups in aneconomic periodwhere thevulnerability ofthe equality,in supporting fairnessandsocialmobility findings ofprevious Annual Reports. has learntfrom inspection andfrom someofthekey proposals for thenewframework draw onwhatOfsted of theimpactleadershipandmanagement. The learning andassessment,together withanevaluation provider, withanevencloserexaminationofteaching, will focus more sharplyonthecore purposeofthe outcomes for learners. The changesthatare proposed of provision thathave mostimpactonimproving new framework isto concentrate ontheaspects providers inSeptember 2011. The intention ofthe common inspection framework for learningandskills published proposals for consultation onanew learners ismaintainedacross thesector. ensure thatthefocus on improving outcomes for greatest weightinourinspectionjudgementsto economic climate, andwhatareas shouldbegiven improvement inachangingsector andchallenging continue to askhowinspectioncandriveandsupport linked to leadershipandmanagement.Ofsted will improve andqualityofprovision are closely very previous thatthecapacitytoAnnual Reports, 355. 354. 356. The learningandskillssector hasacentral role To thisimprovement journey, support Ofsted It isclearfrom thisyear’sevidence, andfrom 117 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

118 Key findings

inadequate protection andofsignificantharm. serious weaknessthatisplacingchildren atriskof received apriorityactionwhichidentifies and August 2010.Onlythree localauthorities their previous inspectionbetweenJune2009 improve thearrangements for children atrisksince of themappropriate actionshavebeentaken to have beencarriedout,andinthevastmajority contact, referral andassessmentarrangements Unannounced inspectionsof133localauthorities’ adopted. too manychildren are waitingfartoo longto be in terms oftheiroverall effectiveness. However, inspected were found to begoodoroutstanding All butsevenofthe68adoptionagencies satisfactory, leavingnoroom for complacency. 21% oftheseservices were no better than people, foster carers andsocialworkers. However, and learningfrom theviewsofchildren andyoung by theircommitment to continual improvement better services. These services were characterised inspected thisyear, 79%were providing good or Of the102fostering agenciesandservices last twoyears. secure training centres overthe hasbeenobserved one. A downward trend intheuseofrestraint in outstanding inthree centres andinadequate in training centres inspected byOfsted was The qualityofcare this yearinthefour secure need to overcome barriersto learning. children they incare andtheoutstandingsupport concern lowattainmentofmany giventhevery in 11%educationwasinadequate. This isaserious around halfofthese children’s homes.However, provided wasjudged goodoroutstandingin At theirmostrecent inspectiontheeducation education orare linked to educationproviders. There are 327children’s homesthatalsoprovide just 58%were good oroutstanding. improvement seen since September 2007when outstanding. This maintainsthecleartrajectory of the newframework, 77%were judgedgoodor the 731homesreceiving afullinspectionunder inspection ofchildren’s homesin April 2011.Of Ofsted introduced anewframework for the Report. able to onthismore report clearlyinthe2012 Annual for the mostvulnerable children. Ofsted expectsto be impact ofthesepressures onservices andoutcomes statements basedoninspectionevidence aboutthe four-year spendingreview programme, to make firm based oninspectionscarriedoutinthefirstyearofa financial pressures Itis havebeenpowerful. too early, sought to protect children’s socialcare services, the for thefinancialyear2011–12and,whilemanyhave authorities havemadesignificantcuts to theirbudgets plans hascontinued. At thesametime,local who are looked afterandchildren onchildprotection increase, andtheriseinnumbersofbothchildren The pressure hasnotabated. Demandcontinues to children’s socialcare asa‘system underpressure’. 357. Introduction

was good,butinoneitinadequate. inspections ofprogress. Intwooftheseprogress Three Cafcass service areas received unannounced tobe supported reach theirpotential. children needoutstanding services iftheyare to found to beoutstandingoverall. Looked after authorities inspected thisyearwere suchservices inadequate. Itisaconcern thatinnolocal 26 were adequate, 19were goodandonewas Of the46looked after children services inspected, to children andfamiliesnoted inspection. inevery risk ofsignificantharm,withdelaysin responding authorities were judged to beplacingchildren at This isaseriousconcern. All theinadequate children andyoung peoplesafe were inadequate. authorities inspected thisyearservices to keep arrangements. Inaround ofthelocal onefifth inspection ofcontact, referral andassessment range ofcasesand services thananunannounced safeguarding inspection,whichlooksatawider Forty-seven localauthoritiesreceived afull In lastyear’s OfstedAnnual Report described 119 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

358. The evidence continues to be clear, however, 360. In May 2011 Professor Eileen Munro published that it is not variations in the level of demand or the final report of her independent review of child the intensity of financial pressures that distinguish protection in England.62 She called for a rebalancing between those authorities that are performing well of the child protection system so that it focuses less and those authorities that are performing poorly: on procedures and process and more on the quality of overwhelmingly it is the quality of leadership, the front line and ultimately on the effectiveness of management and partnership working that makes the the help provided. In July the government announced difference. Although the continuing upward trend that it had accepted the great majority of Professor in referrals, for example, is a general one, it is not Munro’s recommendations, and an implementation universal. There are authorities that have reversed plan is now being delivered. it. In these authorities the effective commissioning 361. During the course of her review, Professor Munro of early intervention and preventive services and made three recommendations specifically relating to embedded partnership working at the front line have inspection: that announced inspection should end and ensured that only those children who require targeted be replaced with broader unannounced inspections support or intervention from social care are referred for child protection; that it should examine the to those services. There are dramatic differences in effectiveness of the contributions of all local services, the outcomes that authorities deliver for children and including health, education, police, probation and the young people. For example, in the year ending 31 justice system to the protection of children; and that March 2011, nationally 6% of care leavers aged 19 it should ‘examine the child’s journey from needing to were in higher education. However, for individual local receiving help, explore how the rights, wishes, feelings authorities this figure ranged between 0% and 39%.61 and experiences of children and young people inform 359. Given the strong evidence that effective and shape the provision of services, and look at the leadership, management and partnership working can effectiveness of the help provided to children, young make a transformational difference, it is a cause for people and their families’. Between July and the end serious concern that children were still inadequately of September Ofsted consulted on a set of proposals safeguarded in around one fifth of the authorities for the inspection of local authority and partnership inspected this year. Conversely, it is encouraging services for children in need of care or protection that, in almost all cases, in conducting a second which sought to translate the Munro principles into unannounced inspection of contact, referral and a framework for robust inspection practice. The new assessment services in local authorities, inspectors framework will be published by the end of January have so far found that areas of weakness identified 2012, and inspections against the new framework will in the first inspection have generally been robustly begin in May 2012. addressed. This is an important indication both of the value of inspection in supporting improvement and of the readiness of local authorities to learn from It is a cause for serious evidence-based feedback. However, this must not concern that children were overshadow the more pervasive issue that there is still far too much avoidable variation in the effectiveness still inadequately safeguarded of child protection and safeguarding. in around one fifth of the authorities inspected this year.

61. Children looked after by local authorities in England (including adoption and care leavers) – year ending 31 March 2011, Statistical First Release (SFR21/2011), Department for Education, 2011. Data on the percentage of care leavers in higher education were suppressed in 111 local authorities in order to protect the confidentiality of the very small numbers of looked after children 62. The Munro review of child protection: final report; Department

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The in the cohort. for Education, 2011. 120 complacency. it isconsistent anduniversalthere isnoscope for There isoutstandingpractice inthissector, butuntil quickly enoughandeffectively enoughfrom thebest. outcomes thatchildren are deserve notyetlearning Those services whichare struggling to deliverthe improvement, butincriticalareas itistoo gradual. young people? Across theboard, there isatrend of the life chances ofthemostvulnerable children and services making to thelives,experiences and underlying question:whatdifference are these that follows offocusing istheimportance onone about outcomes, thecommon themeineverything of thehelpprovided, orwhetherOfsted writes frameworks, for implementationin April 2012. publishthefinalversionofnew Ofsted willshortly on whatmatters mostto children, andonoutcomes. principles ofafocus onqualityaswellcompliance, adoption andfostering services, basedonthesame on newinspectionframeworks for theinspectionof Between Juneand August thisyearOfsted consulted outcomes of731full inspectionscarriedoutthisyear. date oftheimpact that theframework hashadonthe section thatfollows presents someoftheevidence to framework for theinspectionofchildren’s homes. The consultation andtesting, Ofsted introduced anew and youngpeople.In April 2011,following extensive and ultimately onthe outcomes achievedbychildren on quality, onthethingsthatmatter mostto children, ensuring regulatory compliance, alsohasaclearfocus well ascontinuing to perform itsessentialfunctionof aim ofallthesereviews isto ensure thatinspection,as care areas inwhichitactsasaregulator. The common of itsinspectionframeworks across allthosesocial 363. 362. Whether Ofsted writes abouttheeffectiveness Ofsted also has a major programme for the review in theyearending31March 2011. year. These homesprovided 292places inEngland and youngpeople. This isthesamenumberaslast Secretary of State to ofchildren restrict theliberty currently 16secure children’s homesapproved bythe accommodates, inastatement ofpurpose. There are the agerange ofchildren andyoungpeopleit to setoutthecategories ofcare itprovides, and or noneofthese.Eachchildren’s homeisrequired mental healthcondition, adrugoralcohol addiction disabilities, emotionalorbehavioural difficulties,a children andyoungpeoplewithphysicalorlearning placements andrespite care. They maycare for care includingshort-term placements, long-term after byalocalauthority. They provide arange of generally accommodate children whoare looked sector organisations. approximately 73%are runbyprivate orvoluntary approximately 27%are runbylocalauthoritiesand August 2008,providing 159more places. Ofthese, 110 more children’s homesregistered nowthanat31 homes hasincreased overthepastthree years,with mostly undertheageof18. The numberofchildren’s accommodation for 12,086 children and young people, children’s homesin England,providing care and register aschildren’s homes. for pupilsfor more than295 dayseachyearmustalso and boarding schoolsthatprovide accommodation there were 281places. Residential specialschools recent publisheddatashowthaton31 August 2011 365. 364. Children’s homes (SFR20/2011), Department for(SFR20/2011), Department Education, 2011. 31 March 2011:Englandand Wales, StatisticalFirstRelease 63. Children accommodated insecure children's homes at Children’s homesare diverseintypeand As at31 August 2011,there were 2,091 63 Ofsted’s most 121 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

The new inspection framework 370. The second inspection in the year is usually an interim inspection; this focuses on the progress the 366. Ofsted carries out inspections of all children’s home has made in improving the quality of care and homes at least twice each year. All inspections, outcomes for children and young people since the except survey inspections, are unannounced. During most recent full inspection. It includes consideration inspection Ofsted takes account of the regulations of progress made in addressing any requirements or and national minimum standards for children’s homes, recommendations made at the previous inspection. which were revised in April 2011. Ofsted’s primary The judgement is made on a three-point scale: concern is the effectiveness and impact of a provider’s good progress; satisfactory progress; or inadequate practice on the outcomes for children and young progress. people.

367. Between 1 September 2010 and 31 March Overall performance 2011, Ofsted continued to use the same approach to inspecting children’s homes that had been used Figure 62 Overall care judgement of all children’s since April 2007. Inspectors made judgements about homes at their most recent inspection between 1 April 2007 the overall effectiveness of the children’s home, and 31 August 2011 (percentage of providers) the quality of its organisation and any areas for development. Inspectors also made judgements on the 31 August 2011 (731) Every Child Matters outcomes: being healthy; staying 21 56 21 2 safe; enjoying and achieving; making a positive Introduction of new inspection framework 1 April 2011 contribution; and achieving economic well-being. 31 March 2011 (1,977)

368. In April 2011, Ofsted introduced a new 17 56 24 3 framework and evaluation schedule for the inspection 30 September 2010 (1,920) of children’s homes. It has a strong emphasis on the experience of and outcomes for children and young 14 57 23 5 people in the home. Inspectors focus on gaining the 31 March 2010 (1,877) views of children and young people and observing 11 57 27 5 their interactions with staff. 30 September 2009 (1,858)

369. Under the new framework, every children’s home 10 55 29 7 has a full inspection at least once annually. At this 31 March 2009 (1,837) inspection Ofsted inspects against the full evaluation schedule and makes a set of graded judgements, 8 52 33 7 which are based on a careful consideration of the 30 September 2008 (1,835) impact of the home on outcomes for children and 8 54 30 8

young people. Inspectors make judgements on: 31 March 2008 (1,801) overall effectiveness; outcomes for children and 9 56 28 8 young people; quality of care; safeguarding children and young people; leadership and management; and 30 September 2007 (1,451) equality and diversity. They also identify areas for 6 52 31 11 development. Outstanding Good Satisfactory Inadequate

Data exclude interim inspections carried out since 1 April 2011. Figures are rounded and do not always add exactly to 100. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

122 and youngpeoplethemselves. informative for commissioners ofcare, managers, staff of children canclearlybeheard. These willbemore inwhichthevoicesmuch richerinspectionreports achieve underthenewframework isleadingto quality ofchildren’s livesandtheoutcomes they homes whichare failing. The greater focus onthe addresses of inadequacyinthesmallproportion and to bemore precise androbust abouthowOfsted and youngpeople’sexperience oflivinginthehome, to focus evenmore sharplyonthequalityofchildren 21% satisfactory and2%inadequate. 21% ofhomeswere judgedoutstanding,56%good, of theprevious framework. Underthenewframework, children’s homesinspected duringthelastsixmonths appears slightlymore positivethanthatachievedby new inspectionframework. The performance to date children’s homeshave beencompleted underthe period. of inadequate homes hassteadily decreased overthis outstanding homeshasincreased, andtheproportion care. Itisencouraging to of seethattheproportion 2007 whenOfsted began to inspectchildren’s social in theoverall effectiveness ofchildren’s homessince 373. 372. 371. framework (numberofproviders) framework andtheirfirstinspectionunderthenew homes betweentheirlastinspectionundertheprevious Inadequate underpreviousframework(28) Satisfactory underpreviousframework(202) Good underpreviousframework(377) Outstanding underpreviousframework(74)

Figure 63 Improved 75 The purposeofthenewframework istwofold: Since 1 April 2011,731fullinspectionsof Figure 62showsaclear trend ofimprovement Changes ininspectionoutcomes for children’s 116 Same 61 26 Declined 252 73 13 50 2 13 shortcomings thathadbeenpreviouslyshortcomings identified. poor progress beingmadeinaddressing persistent quality since theprevious inspectionorresulted in weaknesses hadledto adeterioration inunderlying generate improvement where necessary. These the strengths andweaknessesofthesehomes systems were notbeingusedeffectively to monitor diversity andinclusivepractice. Qualityassurance There wasinsufficientattention to issuesofequality, effect onchildren’s experiences andoutcomes. training for staffwere typicallyhavinganegative and staffing difficultiesandpoorlevelsofsupport of aregistered manager, lackofeffective leadership, under thenewframework. Inthesehomestheloss framework andwere subsequentlyjudgedinadequate judged goodorsatisfactory undertheoldinspection care from theoutset. the newframework are providing atleastgood-quality entered thesystem andhavebeeninspected under that threeofchildren’s fifths homesthathavenewly satisfactory andone inadequate. Itisencouraging were judgedto beoutstanding,26were good,19 inspection underthenewframework. Ofthese,four that were newlyregistered andreceived theirfirst for children incare. There were 50children’s homes new framework to bedeliveringhigh-qualityoutcomes standards for children’s homesare alsoshownbythe been successful atmeetingthenationalminimum outstanding. Those homesthathavehistorically the newframework, 88%continue to begoodor framework andhave beeninspected againunder outstanding intheirlastinspectionundertheold 375. 374. children incare. high-quality outcomes for framework to bedelivering are alsoshownbythenew standards for children’s homes meeting thenationalminimum historically beensuccessful at Those homesthathave There were 14children’s homeswhichwere Of thosehomeswhichwere judgedgoodor 123 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

376. Ofsted has inspected more than 1,400 children’s In these highly successful homes, managers were homes at least six times over three consecutive years, typically characterised by the openness and honesty of which only 19 have been judged outstanding at of their leadership style. This openness manifested every inspection. These homes differ considerably in itself in a number of ways. Managers were terms of their size, the groups of children they work extremely clear about what they expected from with and whether they are managed in the private staff, and established a culture in which staff could sector, public sector or third sector, but their key expect frequent and honest feedback about their success factors show remarkable similarities. This performance. In doing so, managers recognised the year Ofsted carried out a survey to analyse the key need to support staff in what could often be an factors which contributed to success in 12 children’s emotionally and physically demanding job, while homes which sustained their outstanding performance never compromising on the standards of care for over a three-year period. Perhaps unsurprisingly children. the survey found that leadership was critical to the quality of these children’s homes. In many ways, the The transparency of the leadership also extended characteristics of a good leader in a children’s home to how problems were identified and issues tackled. are similar to those of a good leader anywhere. Yet The children’s homes in this survey were highly there are also particular pressures and challenges committed to learning from their mistakes and had associated with working in a children’s home that developed a strong ‘no-blame’ culture in which demand specific leadership qualities. staff could reflect on their practice and that of others, solve problems and develop joint strategies Leadership in 12 consistently outstanding to overcome the challenges that arose. This children’s homes reflective culture was combined with a very clear The first, and perhaps most striking, characteristic expectation that issues would be dealt with quickly, was the visibility of the managers of these professionally and effectively. children’s homes. They were not shut away in an The personal drive, presence and commitment of office, inaccessible to staff and young people and the manager of the home were key ingredients of detached from the day-to-day running of the success, but in these outstanding homes, leadership home. Instead, they interacted frequently with was, in fact, distributed across the staff. Staff young people and staff alike. who had leadership potential were identified and Leaders in these homes set the vision and the took on positions of responsibility. The strong priorities for improvement. They spoke clearly about commitment to sharing leadership and responsibility the need to create a vision and a set of expectations helped to ensure the consistency of performance in to which staff could aspire. There was a very high these homes. Routines, policies, quality assurance degree of consistency between how managers and excellent practice did not depend on the described the vision and purpose of the children’s oversight and leadership of just one person. They home and how it was described by members of were part of the fabric of the home, and were staff. This strong sense of common purpose was reinforced by all those in a position of leadership or achieved not just through the clear articulation wider responsibility. of a set of goals and aspirations, but also through the conscious efforts managers made to include 377. Twenty-one per cent of children’s homes staff in the improvement process; by inviting ideas, inspected since April this year and 17% of homes discussing developments and respecting their inspected in the last six months of the previous professional contribution. framework were judged to be outstanding. These children’s homes have a clear vision, which is strongly focused on the experience of children and young people and uncompromising in its ambition. They demonstrate a commitment to continual improvement, always being willing to learn. They have effective The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

124 take responsibility for theiractions. adequately provided with boundariesorencouraged to or employment,maintain aroutine. They are not educational activities,regularly attend school,training children are notsufficientlysupported to engagein new framework. Inthehomesjudgedinadequate, judged inadequate intheirinspectionsunderthe described above,2%ofchildren’s homeswere reduction inyoungpeoplegoingmissing. the localpolice thisoftencontributes to asignificant home. Where strong linkshavebeenestablishedwith in theeventofanyyoungpersongoingmissingfrom absence andstaffconsistently puttheseinto practice procedures are inplace to address unauthorised incharityfund-raising events. participation local community inpositiveways,suchasthrough the youngpeopleinhomeare involvedinthe oftheircommunities.are For fullypart example, their lives,includingeducation. The besthomes people receive inkey aspectsof goodlevelsofsupport external agenciesiseffective, children andyoung range ofservices andagencies. Where liaisonwith is theirexcellentworkingwithawide partnership outcomes for children’. home ‘ispassionate abouttheneedsandbestpossible meet theirneeds.Oneparent commented thatthe and review oftheircare, sothatitispersonalisedto toand supported intheplanning fullyparticipate placement asuccess. Young peopleare empowered they create theconditions mostlikely to make the From theirfirst contact withtheyoungperson encouragement, rewards andmeaningfulsanctions. boundaries thatare setandrespond positivelyto so thatyoungpeopleunderstandandrespect the in thefuture. They managebehaviourconsistently to enablethemto withstanddifficultiesandsetbacks confidence, to prepare them for independence and person to buildtheiremotionalresilience andself- boundaries. Staffworkwitheachchildoryoung environment withclearandconsistentsupportive and effective staffteam thatprovides anurturing, 381. 380. 379. 378. themtoand support grow anddevelop. identify staffwhoare deeplycommitted to theirwork recruitment, training andmanagementsystems which In contrast to theoutstandinghomes In themajorityofoutstandinghomesrobust A feature ofmanygoodandoutstandinghomes The besthomeshaveacommitted, caring people. quality ofcare andoutcomes for children andyoung there isasatisfactory levelofimprovement inthe are completed withintherequired timescalesandthat monitors thesehomescloselyto checkthatactions enforce compliance withlegalrequirements. Ofsted improvement anduses itsregulatory powersto inadequate, Ofsted setsactionsto promote likely to receive appropriate ontheirreturn. support are more likely to beatriskofgoingmissingandless required bytheChildren’s Homesregulations, children includes agreed protocols withthelocalpolice, as implemented amissing from homeprocedure that not sufficiently robust. Inhomesthathavenot monitoring andreviewing thequalityofcare are inadequately trained Systems andsupported. for 383. 382. Regulations). Children’s Homes(Amendment)Regulations 2011(the 2011 64. The Children’s HomesRegulations 2001asamended bythe Figures are rounded anddonotalwaysaddexactlyto 100. Quality ofchildren’s homesovertime providers) providers) compared withtheirinspectionthree yearsago(numberof at theirmostrecent inspectionunderthenewframework Inadequate threeyearsago(38) Satisfactory threeyearsago(150) Good threeyearsago(271) Outstanding threeyearsago(35)

Figure 64 Improved 62 When achildren’s home isjudgedto be In homesjudgedinadequate, staffare 19 Overall effectiveness ofchildren’s homes Same 105 36 158 Declined 16 39 51 64 2 6 125 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

384. It is positive that, of children’s homes that have 386. The 2009/10 Annual Report drew attention been registered for three years or longer and received to the fact that the quality of individual children’s an inspection under the new framework, almost three homes has tended to fluctuate too much and that times as many have improved as have declined. The improvements made can be insecure. It is encouraging, large majority of children’s homes previously judged therefore, that inspections carried out in the first half inadequate or satisfactory have improved over the of this year, under the previous inspection framework, three-year period. It is also encouraging that, of the show a further drop in the percentage of children’s 38 children’s homes judged inadequate three years homes in which provision has varied in quality over ago and inspected under the new framework, 36 have the last three inspections, from 10% to 7% as shown now improved. However, as Ofsted inspects children’s in Figure 65. This, together with the fact that the homes twice every year, these figures may mask number of good and outstanding homes continues to considerable variation in performance of individual increase (see Figure 62), is an encouraging indicator homes within the three years and not all those which of sustained improvement. The increase in variability have improved will have made steady progress over since April 2011, back to the level seen at 31 August the period. 2010, is likely to reflect the impact of the introduction of a new inspection framework, new regulations and 385. Of the 151 children’s homes judged inadequate new national minimum standards. three years ago, over a third are now no longer in operation, either because their registration was 387. Inspections this year indicate that, in common cancelled by Ofsted or because they closed voluntarily. with last year, the performance of children’s homes Of the remaining 100 active homes that were in the private or voluntary sector is higher on average inadequate three years ago, 95 have improved in their in those homes which form part of a larger group. inspections this year under either the new framework This may indicate that there can be benefits in terms or the previous framework. In their most recent of management, sharing good practice, systems and inspection nine of these had improved to be judged processes associated with being part of a larger group outstanding, 54 were good, and 32 were satisfactory. of homes. However, this relationship is not clear for However, five homes were again judged inadequate at children’s homes run by local authorities. their most recent inspection.

Figure 65 Percentage of children’s homes in which the It is positive that, of quality of care has varied at each inspection over the last children’s homes that have three inspections65 been registered for three As at: 31 Aug 31 Aug 31 Aug 31 Mar 31 Aug years or longer and received 2008 2009 2010 2011 2011

Percentage 12% 11% 10% 7% 10% an inspection under the new in which the quality of care framework, almost three times has fluctuated as many have improved as have declined.

65. The quality of children’s homes is judged to have varied if inspection results moved both up and down over their last three

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The inspections. 126 inadequate. were judgedgoodoroutstandingandjust4%were independent schoolsinspected during2010/11 2011. Incontrast, twothirds ofallnon-association inspection between1September 2007and31 August and in11%itwasinadequate atthemostrecent education provision wasjudgedgoodoroutstanding schools. In53%ofchildren’s homesthelinked good asthosefor allnon-associationindependent homes withdedicated educationprovision are notas education. of thesehomescare wasjudgedmore positivelythan quality ofcare andthequalityofeducation;in48% homes were thesamejudgementsmadefor boththe for care andeducation.Inonly38%ofchildren’s strong relationship betweenthejudgementsmade care andtheeducationtheyprovide. There is nota of whichare inspected for boththequalityoftheir education orare linked to educationproviders –all such providers –children’s homeswhichalsoprovide days ayear. As at31 August 2011,there were 327 homes becausetheyprovide care for more than295 residential specialschoolsare registered aschildren’s provision for thechildren intheircare andsome previous year, butremains fartoo low. time, for examplebytwopercentage pointssince the mathematics in2010. This figure isimproving over five ormore good GCSEs includingEnglishand in othertypesofplacement, suchasfoster care. barriers to learningthanmanychildren accommodated homes havegreater levelsofneedandpotential placement. Oftenchildren accommodated inchildren’s achieved bylooked afterchildren indifferent typesof there are likely to bevariationsintheoutcomes 31 August 2011. case ofschoolswas between1September 2007and was between1September 2010and 31 August 2011andinthe schools’ lastinspection, which,inthecaseofchildren’s homes, 67. These percentages are basedonthechildren’s homes’and for(SFR38/2010), Department Education,2010. in England,asat31March 2010,StatisticalFirstRelease 66. Outcomes for children looked bylocal after authorities 390. 389. 388. Education inchildren’s homes The educationinspectionoutcomes for children’s Some children’s homes havededicated education Overall, 11.6%oflooked afterchildren achieved 67 66 Moreover, energy andpassionoftheirleaders. had improved since theirlastinspectionthrough the been judgedoutstandingpreviously. The otherthree schools hadbeeninspected before, ofwhichonehad dependent onextensive resources. Onlyfour ofthese on roll, showingthatasuccessful curriculumisnot outstanding educationhadfewer than10pupils and assessment. The majorityofhomesproviding all except fivewere alsooutstanding for teaching all except twohadanoutstanding curriculumand well. Ofthosejudgedoutstandingfor theireducation, these were judged at leastgoodfor theirsocialcare as provision wasjudged to beoutstanding;allbuttwoof homes inspected this yeartheirlinked education six inthelastyear. judged inadequate in 32children’s homes,including people whennecessary. staff to advocate onbehalfofchildren andyoung young people. forThis alsoprovides anopportunity coherent approach to theeducation ofchildren and meetings inorder to maintainaconsistent and parents’ eveningsandpersonaleducationalplanning ofattendingthe importance schooleventssuchas achievement. The staffinthesehomesrecognise children andyoungpeople’sattendancesupport and relationships withschoolsandcolleges inorder to children’s homesensure thatstaffhavecloseworking services. education support The mosteffective working withtheschool,localauthorityandother theireducationand has acrucialrole insupporting mainstream schools.For thesechildren, theirhome 391. from thechildren. the qualityofteaching, oftenledto apoorresponse combinedshortcomings, withseriousweaknessesin for theeducationofchildren wasineffective. These had seriousfailingsintheircurriculumandplanning two andfive.Ofthosejudgedinadequate thisyear, all educated tend to small–typicallybetween bevery 392. linked to more thanonechildren’s home. 68. This relates to 26schoolinspections,assome schoolsare 393. It isencouraging, however, thatin16children’s Over thelastfour yearseducationhasbeen Most children inchildren’s homesattend 68 The numbersofchildren being 127 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

394. Evidence from inspections suggests that effective 396. In homes that are less effective in supporting two-way communication between schools, colleges the educational achievement of children and young and children’s homes helps to facilitate children’s people there are some clear priorities for improvement. regular attendance. It also ensures that any changes Staff need to monitor the educational progress of in the care and support of children are communicated children and young people between reviews more to schools and colleges in a timely manner. Effective effectively by maintaining regular contact with schools communication is also a characteristic of the best and colleges. The homes need to provide children and respite care provision. These homes routinely provide young people with a range of educational resources information to teaching staff about children’s to support their learning, including internet access behaviour and emotional well-being and thereby to educational sites and the provision of quiet areas ensure continuity and consistency for children. within the home where children and young people can study. In addition staff need to support children 395. Staff in the most effective children’s homes and young people in addressing any challenges and demonstrate a proactive approach to children and barriers to their educational progress by having clear young people’s education and the evidence shows strategies in place to support children and young that this makes a real difference to outcomes. For people who have a record of poor school attendance. example, staff engage in discussions with children and Examples of good practice include establishing young people about their aspirations and academic routines in the day, assisting with transport to and strengths, ensuring that they see education as a way from school and making sure that those children and to improve their life chances. Staff in these homes young people who are not attending school have are often actively involved in homework projects: access to appropriate learning programmes so that for example one children’s home had facilitated they are supported to resume full-time education. community police input to support a young person’s school project. Educational attainment and attendance is encouraged and celebrated by staff in children’s Children’s views – what children say homes that achieve good outcomes. Placement about the provision plans include clear objectives for these children and young people in relation to educational achievement 397. In a recent report by the Children’s Rights and identify how they will be supported to achieve Director, 82% of children living in children’s homes their potential. These children’s homes are also well rated their care as good or very good compared resourced to support children’s learning outside of with 95% of children living in foster care.69 These school hours. Children and young people are provided percentages are exactly the same as in 2009. with facilities that are conducive to study. 398. Children who have lived at different times in both children’s homes and foster homes say that each Staff in the most effective has its advantages and disadvantages, and that it is a matter of individual preference. For example, one children’s homes demonstrate a young person living in a children’s home said: ‘You proactive approach to children can mix with people your own age. There are more opportunities to have fun. It feels more comfortable. and young people’s education You get a bit more privacy and can be yourself.’70 and the evidence shows that Other young people made the point that living with this makes a real difference to others who are in care means you don’t stand out as being different. outcomes.

69. Children’s care monitor 2010, (090160), Ofsted, 2011. This was the third in an annual series of surveys carried out by the Children’s Rights Director. It reflects responses received from over 1,100 children, young people and care leavers.

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 70. Having corporate parents, (090119), Ofsted, 2011. 128 other typesofcare orplacement. thanforthis wasasmallerproportion children livingin they were wellatschool,but,again, doingwellorvery per cent ofchildren livinginchildren’s homesthought with 89%ofthoselivinginfoster care. Seventy-two rated goodcompared theireducationasgoodorvery survey, 78%ofchildren livinginchildren’s homes care monitor 2010.Ofthosewhoresponded to the other typesofplacement, according to theChildren’s doing well at school than looked after children living in to rate theireducationhighlyorthinkthattheywere year 11. time educationortraining following thecompletion of absentees and79%ofyoungpeopleincare are infull- 4.5% oflooked afterchildren are classedaspersistent National dataonlooked afterchildren showthat (96%) thanfor children inchildren’s homes(84%). continues to behigherfor children infoster care education hasrisenoverall. However, thepercentage the Children’s RightsDirector thattheyare infull-time approach theirteacher orafriend. less likely thanchildren inothertypesofprovision to social worker orpolice iftheyfelt unsafe. They were helpline, stafflookingaftertheminthehome,their said thattheywere mostlikely to goto atelephone as foster care. Children livinginchildren’s homes is slightlylowerthanothertypesofprovision such their safety. This islessthaninprevious yearsand homes saidthattheyworried‘alittleoralot’about children’s homes. right placement compared with66%ofchildren in of children infoster care thoughttheywere inthe say theywere inthe rightplacement. This year89% were muchlesslikely thanchildren infoster care to care monitor 2010,children livinginchildren’s homes (SFR38/2010), Department for(SFR38/2010), Department Education, 2010. in England,asat 31March 2010,StatisticalFirst Release 71. Outcomes for children lookedbylocal after authorities 402. 401. 400. 399. Children livinginchildren’s homeswere lesslikely ofchildrenThe proportion incare to reporting Just underathird of children livinginchildren’s On theotherhand,according to theChildren’s 71

from care. both children andparents afterachildreturns home needtostrongly onfor thathelpandsupport carry a concern, aschildren andyoungpeopleincare feel they return homeormoveto anewplacement. This is to youngpeoplemakingthetransition when support and more challengingfor thesecure children’s home to place children andyoungpeopleneartheirhomes, including Greater London, meansitcanbedifficult secure ofEngland, children’s homesinsomeparts in England,thesamenumberas2010. The lackof they are likely to injure themselvesorothers. present asignificant threat to theirsafety, orbecause of absconding and if theywere to abscond thiswould placed there becausetheyhaveahistory byacourt also accommodate children andyoungpeoplewhoare sentenced for committing acriminaloffence. They and youngpeoplewhoare remanded orhavebeen for the protection ofothersinthecommunity. in secure accommodation for theirownprotection or previous year. These are youngpeoplewhoare placed grounds, ninepercentage pointsfewer thaninthe England) were placed bythelocalauthorityonwelfare March 2011,30%ofyoungpeople insuchhomes(in 2011 wasthelowestnumberfor fiveyears. At31 secure children’s homesinEnglandasat31March was 80%.Infact,the202children accommodated in decrease from 2010whentheaverage occupancy potential places available. This represents alarge occupancy ofsecure children’s homeswas69%of 404. 403. Secure children’s homes (SFR20/2011), Department for(SFR20/2011), Department Education, 2011. 31 March 2011:Englandand Wales, StatisticalFirstRelease 73. Children accommodated insecure children's homes at 72. Children ontheedgeofcare (100210),Ofsted, 2011. 405. There are currently 16secure children’s homes Secure children’s homesaccommodate children In theyearending31March 2011, theaverage 72

73 129 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

Figure 66 Quality of care and quality of education 408. In satisfactory secure children’s homes staffing at the most recent inspection of secure children’s homes difficulties and weaknesses in monitoring and inspected between 1 September 2010 and 31 August 2011 evaluation limit the extent to which services develop (number of providers) and improve. Where staff do not themselves receive consistent support and supervision, they in turn are Quality of care Quality of education less well-equipped to plan and provide individualised Outstanding 2 0 support for the young people in the home. In addition

Good 11 4 one secure children’s home previously judged to be good was deemed to be making inadequate Satisfactory 3 1 progress in its most recent inspection under the new Inadequate 0 0 framework. Although the overall quality of care was Total 16 5 still judged to be good, not all recommendations made at the previous inspection had been addressed. In particular the children and young people at the home 406. In good and outstanding secure children’s homes young people receive highly individualised care and did not fully understand the procedures for evacuating support. Young people report that they are getting the home in the event of an emergency. help to understand the issues that brought them into secure care, whether for offence-related or welfare Education in secure children’s homes reasons. They are fully involved in discussions about their future, with resettlement and transition planning 409. Children and young people who are initiated shortly after their admission to the home. accommodated in secure children’s homes have been Staff help young people to prepare for adulthood and sentenced for committing a criminal offence, are develop their confidence and self-esteem. on remand, or present a significant threat to their 407. There has been a considerable reduction in the own safety or the safety of others. Many of these use of restraint over the past year, as young people children have been excluded from mainstream school are supported to manage conflict and maintain or have not previously attended school on a regular relationships. Young people report that they are basis. In addition many have learning difficulties seldom restrained, and when this does need to and/or disabilities and a high proportion experience happen they are treated with respect and kept safe. behavioural difficulties. Secure children’s homes Increasingly, homes use creative strategies such as provide a curriculum which seeks to enable children to restorative justice to manage behaviour and young continue their studies within the National Curriculum people respond well. One young person said of the on their return to mainstream education. progress they had made: ‘Now, I listen more, I get on 410. The education in five secure children’s homes with people better, particularly adults.’ In good and has been inspected during this period, of which four outstanding secure children’s homes young people were judged to be good and one satisfactory. The feel that their cultural and religious needs are being number of young people in classes is often very small, met. Staff work proactively with young people in on occasions as few as two or three. This presents a relation to their identity and culture, helping them to significant challenge to tutors in designing appropriate develop a positive view of themselves. active learning sessions. Teaching is generally good and children benefit from effective individual learning support. Many lessons include a range of interesting and challenging activities. In a few lessons tasks are too simplistic and rely heavily on the completion of printed worksheets. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

130 thorough understandingoftheirexperiences. individual incidentsandtalkto youngpeopleto geta attention topay particular thisissueandreview In allinspectionsofsecure training centres inspectors children. Ofsted believesthisconcern isunfounded. complacent abouttheuseofphysicalrestraint on inspection ofsecure training centres hasbeen inspect care twice ayearandeducationonce ayear. has anagreement withthe Youth Justice Board to Ofsted doesnotregulate secure training centres but which monitors theircompliance withrequirements. centres are undercontract to the Youth Justice Board, have beenremanded orsentenced bythecourts. The They accommodate youngpeopleaged12–17who provision for children infour secure training centres. tracking andmonitoring iscarriedout. places for asubstantialperiodoftime,astoo little and, whentheyare, whetherchildren remain inthese is unclearasto whethertheseare alwaystaken up education ortraining place arranged. However, it descriptive. Manychildren leavecustody withan continue to improve althoughafew remain too learning. Self-evaluationandself-assessmentreports individual learningplanscontribute littleto children’s home. Too often,however, targets are vagueand and innumeracy during theirtimeinthechildren’s reading andspelling butlessgoodprogress inwriting Many children make goodprogress inthekey areas of have improved how theymeasure children’s progress. needs isgenerally good andsecure children’s homes 413. 412. Secure training centres 411. Some concern hasbeenexpressed thatOfsted’s Ofsted inspectsboththecare andeducational Initial assessmentofchildren’s individuallearning good andonewassatisfactory. year, whentwocentres were outstanding,one was care. Performance thisyearismore polarisedthanlast significant lapsesintheprovision ofsafe andsecure the subsequentfailure to follow procedures were range ofindicators, arecent breach ofsecurityand goodoutcomesvery for youngpeopleacross a inadequate. Inthissecure training centre, despite training centre fell thisyearfrom satisfactory to however, theperformance ofthefourth secure training centres wasjudgedto beoutstanding; 2010/11, theoverall performance ofthree secure education thattheyprovide for youngpeople.In continue to perform wellandimprove thecare and the secure training centres themselves. subject ofcriticalreview bothnationallyandwithin of restraint injuvenilesettings,itsusehasbeenthe and thesubsequentindependentreview into theuse following restraint insecure training centres in2004 behaviour more successfully overall. approaches haveenabledstaffto managechallenging work withyoungpeopleto resolve issues. These people, anincreased useofmediation,andindividual professional relationships betweenstaffand young of restraint through thedevelopmentofmore positive of thecentres. They havesoughtto minimisetheuse management ofchallengingbehaviourreviewed inall restraint holdshavebeenwithdrawn from useandthe 414. , Petersettings Smallridge and Andrew Williamson, 2008. 74. Independentreview into theuseofrestraint injuvenile 415. Overall effectiveness (number ofproviders) inspected between1September 2010and31 August 2011 at themostrecent inspectionofsecure training centres Outstanding Good Satisfactory Inadequate Total

Figure 67 Three ofthefour secure training centres Following thetragic deathsoftwoyoungpeople Quality of care and quality of education Quality ofcare andqualityofeducation Quality ofcare 4 3 0 0 1 Quality ofeducation 74 Several 4 3 1 0 0 131 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

416. Across the four secure training centres, the use 421. The quality of education provided is critical for of restraint has been gradually declining over the last the future success of young people placed at the two inspection years. In one centre, there has been centres. Many young people placed in these centres a significant reduction in the use of restraint and have had severely disrupted education throughout single separation of young people during the last their childhoods. Education was judged to be 12 months.75 Young people at each of the centres outstanding in three centres and good in the other commented upon their relationships with individual one. staff members and how helpful they found them. 422. Young people’s educational achievements and 417. Three of the four secure training centres were progress were judged as good or better in all four judged to have outstanding arrangements in place to secure training centres, and the educational curriculum protect and safely manage the young people placed. in each centre met young people’s needs well. Most However, in one centre inspected this year overall young people made good progress at the centres quality was judged inadequate because arrangements and were well supported by teachers, care staff and to keep children safe were inadequate. Some security learning support assistants. Teaching and care staff arrangements at the centre were not sufficiently worked very effectively together to prepare young robust, and a recent breach of security at the centre, people for education, training or employment once compounded by deficiencies in the emergency they were discharged. Their collaborative approach response plan and a failure to follow those procedures resulted in an integrated and inclusive learning set out, led to a significant lapse in the provision environment and mutual trust derived from good of safe and secure care. In this centre management working relationships. Each centre offered a range of oversight of the understanding of staff in relation to vocational activities to support the resettlement of the some procedures and their ability to carry out what is young people, for example the opportunity to engage required of them was unsatisfactory. in voluntary work in the community or practical trade training on site. 418. Nonetheless, each centre has close professional relationships with the local authority designated 423. Three of the centres were judged to have officer and local child protection services. Any use of outstanding arrangements in place to support young restraint that results in an injury to a young person people to return to the community or transfer to and all allegations or complaints that might suggest other establishments. However, as noted in last abusive treatment of young people are routinely year’s Annual Report, a survey carried out by Ofsted discussed with the local authority designated officer. in 2010 found that young people who were placed The directors of each of the secure training centres sit in a secure setting a long way from home were on their Local Safeguarding Children Boards. unlikely to have the same level of support as those who were placed locally, on either admission or 419. Young people have easy access to the complaints discharge from the secure setting. This adversely procedures and complaints are taken seriously in each affected plans for successful transfer and reintegration of the centres. They are also well supported through into the community.76 In one centre inspected this regular access to independent advocates and external year, inspectors judged that there were insufficient childcare agencies. recreational and vocational activities routinely 420. Young people are encouraged and supported to available for young people to equip them sufficiently retain contact with families. However, arrangements to well for discharge. In this centre, there were fewer enable young people to have telephone contact with opportunities for young people to have visits outside their families and others outside of the centre were of the centre to assist young people’s resettlement not adequate to meet the demand in two centres, into the community, which hindered effective and some callers had to wait for long periods to get preparation for release and orientation visits to their through. home area prior to discharge.

75. Single separation is used for young people whose behaviour requires them to be temporarily removed from association with 76. Admission and discharge from secure accommodation

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The others. (090228), Ofsted, 2010. 132 paramount importance. the qualityofservices theyprovide istherefore of of themostvulnerable children inthecountry and judged inadequate. Fostering services workwithsome a satisfactory service andonefostering agencywas five ofthe102services inspected are providing only performance of manyfostering services, around onein provision inspected. Despite the good and outstanding good oroutstanding. This represents 79%ofthe this yearprovided services that were judgedto be children. in foster care, representing 74%ofalllooked after March 2011,48,530looked afterchildren were placed with foster familieswhocanmeettheirneeds. As at31 carers inorder to place children andyoungpeople They recruit, prepare, andtrain foster assess,support agencies and149localauthorityfostering services. which were revised in April 2011. national minimumstandards for fostering services fostering services. Ofsted takes account ofthe agencies andfor theinspectionoflocalauthority regulation andinspection ofindependentfostering 2011. forStatistical FirstRelease (SFR21/2011), Department Education, adoption andcare –yearending31 March 2011, leavers) 77. Children lookedbylocal after authoritiesinEngland(including 426. 425. 424. Fostering services (number ofproviders) inspected between1September 2010and31 August 2011 Outstanding

Good Satisfactory Inadequate Total

Figure 68 Overall, 81ofthefostering services inspected There are currently 288independentfostering Ofsted isresponsible for theregistration, 77

Overall effectiveness offostering services fostering services Local authority 34 24 7 3 0 fostering agencies Independent 68 23 27 17 1 services and All fostering agencies 102 30 51 20 1 feedback. services listen to youngpeopleandlearnfrom their procedures to make sure thatlessonsare learnt. These complaints are made,theseservices haveexemplary continually. Whenplacements break downor crucially, services usetheinformation to improve best services, monitoring processes are rigorous and, translate thisinto more effective practice. Inthe commitment to learnfrom theirexperience and fostering services from therest istheircapacityand key factor whichdistinguishesgoodandoutstanding they should. and theircarers do not receive asgoodaservice as missing significantdetails. Thismeansthatchildren example, insomeagenciesfoster care agreements are the weaker providers, alackofrigourisevident.For their abilityto ensure aconstant focus onquality;in often linked to theeffectiveness ofmanagersand performance found intheindependentsector is be nobetter thansatisfactory. This more polarised provided bylocalauthorities, butalsomore likely to more likely to beoutstandingthanthoseservices performance compared withtheirpeers. the wayinwhichtheyusedatato evaluate their However, eventhebetter services could improve and youngpeopleare notalwaystaken into account. who make theplacements, foster carers andchildren improvement. Inparticular, theviewsofsocialworkers in place oftenhavetoo littleconnection to driving Moreover, themonitoring processes theydohave do notalwaysrecord actionsfollowing acomplaint. weaker services where, for example,someservices 427. 428. 429. Inspection findingsthisyeardemonstrate thata Independent fostering agenciesinspected were This commitment to learningislessevidentin 133 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

430. The most effective services have a highly successful track record in matching young people to Local authority private appropriate carers who can meet the full range of their needs, so that they are trusted by other agencies fostering services and their own carers. For carers, the provision of 433. A private fostering arrangement is one where high-quality information is vital so that they can a child is placed by their parents with another carer, consider their own capabilities and their family’s but not a close relative, without the involvement needs alongside the needs of the child. In strong of a public agency. The inspection of a local services any gaps in the carer’s capacity to meet a authority private fostering service looks at how child’s needs are identified and addressed. One report the local authority promotes public awareness of commented on this as a particular strength and stated, the notification requirements for private fostering ‘Where children and young people have very specific arrangements, identifies those arrangements and needs in relation to disability, ethnicity or culture, ensures that the safety and well-being of children foster carers are provided with additional training and and young people subject to a private fostering support to meet these needs.’ In other less successful arrangement are promoted. These children can be services gaps in matching appropriate carers who can very vulnerable, especially if the arrangement is not meet the needs of the children placed with them, in notified to the local authority. As at 31 March 2011, this or any other domain, are recognised, but not fully 1,649 children were reported by local authorities as dealt with. being cared for and accommodated in private fostering 431. Good-quality recruitment and training are arrangements.78 also consistent features of strong services. The 434. Ofsted’s previous three-year cycle of private best independent agencies work closely with local fostering inspections came to an end in 2008/09, and authorities to recruit according to need. For example, no inspections were carried out in 2009/10. In only in one effective agency inspectors found that staff 5% of these previous inspections were local authority were sensitive to changes in referral patterns and the private fostering services found to be outstanding, types of carers being sought. Services often make and in nearly a fifth they were inadequate. In effective use of their most experienced carers in 2010/11 Ofsted was asked by the Secretary of State training and mentoring new carers. Whereas the best to conduct a small number of new inspections to services exceed requirements in arranging regular evaluate progress in this area. Ofsted has agreed with supervisory and unannounced visits to carers, these the Secretary of State that it will inspect a further 12 are not always sufficiently frequent in less successful local authority private fostering services in 2012/13 services, nor are supervision agreements always clear. to validate or otherwise the general picture of 432. A commitment to promoting good educational improvement shown in this year’s inspections. outcomes is also a feature of effective services. These services ensure that carers work in close partnership with schools so that carers are equipped to provide The most effective appropriate support and encouragement to the fostering services have a children in their care to help them achieve better at school; the agency monitors outcomes, exclusions and highly successful track record attendance to help prevent disruption to children’s in matching young people to education. Effective local authorities make good use of tutors to help young people catch up. One report appropriate carers who can noted: ‘In some cases young people have achieved meet the full range of their a level of success, both personally and academically, which written records prior to placement indicated was needs. impossible.’

78. Private fostering arrangements in England: year ending 31 March 2011, Statistical First Release (SFR16/2011) Department

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The for Education, 2011. 134 needs were notadequately addressed. in therequired timescalesand,therefore, children’s private fostering arrangements were notfullyassessed following aninitialassessment ledto delayswhere However, intwo localauthorities,alackofmonitoring foster carers were subjectto thorough checks. through whichtheirneedswere assessedandprivate people received aprompt andeffective service, arrangements theyensured thatchildren andyoung are stilllow. numbers ofnotificationsfrom membersofthepublic Despite somegoodworkbylocalauthoritiesthe in order to increase thelikelihood ofnotifications. improve theirlinkswithfaithandcommunity groups improve publicawareness, allservices neededto 16 yearsofage.Whilemuchhadbeendoneto needs andplacements ofyoungpeopleapproaching were safe andeffective, as theyfailedto assessthe ensuring thatarrangements involvingolderchildren However, thatservice wasnotsufficiently robust in be inadequate hadmadeprogress inthisrespect. to arrangements. report Eventheservice found to of private fostering andoftheirownresponsibilities universal services, for exampleschools,were aware considerable efforts hadbeenmadeto ensure that found thatthere hadbeenprogress onthisissueand private fostering arrangements; thesesixinspections public awareness oftherequirement to notifythemof that localauthoritieshadnotdoneenoughto raise remained inadequate. effectiveness since theirlastinspection,andone Three ofthesehadimproved intheiroverall inspections volunteered to undergo aninspection. 437. 436. 435. 2010 and31 August 2011(numberofproviders) private fostering services inspected between1September Inadequate Satisfactory Good Outstanding Total

Figure 69 Where managersmonitored private fostering The previous inspectionsraised seriousconcerns The sixlocalauthoritiesinvolvedinthisyear’s Overall effectiveness oflocalauthority Private fostering arrangements 1 1 4 0 6 760, in2006/07to 1,740,in 2010/11. after asaresult ofspecialguardianship orders from has beenanincrease inchildren ceasing to belooked children hasrisenoverall. Overthesameperiod,there during aperiodwhenthetotal numberoflooked after reduced from 3,330in2006/07to 3,050in2010/11, number ofchildren adopted intheyearto 31March provided bothbefore andafteranadoptionorder. The families andadoptivefamilies,adoptionsupport ofadopters, workwithchildren,and support birth their lives. This involvestherecruitment, assessment and enablethemto developandachievethroughout into adoptivefamilieswhowillmeetchildren’s needs focus isonplacinglooked afterchildren successfully operate through atotal of48localbranches. Their adoptionagencieswhich agencies and27voluntary which were revised in April 2011. of thenationalminimumstandards for adoption, adoption agencyfunctions.Inspectiontakes account agencies andfor theinspectionoflocalauthority regulation adoption andinspection ofvoluntary 439. 438. Adoption agencies 2011. forStatistical FirstRelease (SFR21/2011), Department Education, adoption andcare –yearending31March 2011, leavers) 79. Children lookedbylocal after authoritiesinEngland (including (number ofproviders) inspected between1September 2010and31 August 2011 Inadequate Satisfactory Good Outstanding Total

Figure 70 There are currently 150localauthorityadoption Ofsted isresponsible for theregistration,

Overall effectiveness ofadoptionagencies adoption agencies Local authority 40 54 0 7 7 adoption agencies Voluntary 14 0 0 8 6 79 All adoption agencies 68 48 13 0 7 135 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

440. Figure 70 shows that no adoption agency was 443. In inspections carried out this year, although judged inadequate during the period. There were 13 the numbers are small, voluntary adoption agencies outstanding agencies, and 48 of the 68 inspected were more likely to be judged outstanding than those were found to be good. services run by local authorities. This may be because, typically, the remit of voluntary adoption agencies 441. In November 2010, the Minister for Children and is narrower than that of local authority adoption Families drew attention to the disparity between the services. Voluntary adoption agencies are judged generally positive outcomes of adoption inspections on service provision to prospective adopters and compared with the more challenging outcomes of adoptive families and the impact of this on outcomes inspections for looked after children’s services overall. for children. Unlike local authority services they are This is clearly an issue, during a period in which the generally not responsible for planning for children or percentage of children being adopted is declining and working with birth families, although a small number delays in the adoption process remain considerable. do so. Looked after children inspections judge a wide range of services which include, but are not limited to, 444. Once an adoption plan is in place, the majority adoption services. Therefore an exact relationship of local authority adoption services are successful should not be expected. Up to 31 August 2011, 75 in finding secure, safe and appropriate permanent local authorities, in total, have received inspections of placements for children. In the small number of cases both their looked after children services, which took where placements break down, usually before the place between August 2009 and August 2011, and adoption order, the best agencies examine these their adoption services, which took place between cases in detail to determine any aspects of their July 2007 and August 2011. Of these, 30 received the processes that could be improved. During inspection, same judgement in both inspections, seven received a many adoptive parents reported that they found the less favourable judgement in their adoption inspection assessment and training processes to be rigorous but than in their looked after children inspection and fair. They said that they received high-quality and 38 received a more favourable judgement in their detailed information about the children to help them adoption inspection. decide if they could become adoptive parents for those children. As a result, in most cases, appropriate 442. The new national minimum standards no longer prospective adoptive parents are brought to the explicitly exclude the effectiveness of the planning adoption panels where thoughtful attention is given of care by local authorities from consideration during to individual issues such as adoptive parents’ ability to inspection. As Ofsted’s inspection of adoption services manage challenging behaviour. must take account of the national minimum standards, this change, made on 1 April 2011, has enabled a 445. However, the process of adoption often takes greater focus on the requirement for local authorities too long. Statutory guidance says that a child should to consider adoption as an option for permanence be placed within 12 months of the decision that she or for all children in care at an early stage. Ofsted has he should be adopted and that the decision should be consulted on a new inspection framework for adoption made within six months of the child entering care. On agencies, which will be introduced in April 2012 and average, in the year ending March 2011, children were will make this new focus more explicit. placed for adoption 21 months after entering care. However, this ranged from an average of 19 months for babies less than a year of age, at the start of the period of care, to 29 months for five- and six-year- olds.80

80. Children looked after by local authorities in England (including adoption and care leavers) – year ending 31 March 2011, Statistical First Release (SFR21/2011), Department for Education,

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 2011. 136 permanent placements’. to for avoid“drift” looked after children seeking whereone report theteam wasfound to ‘workhard adoption team inreducing delaywashighlighted in older, disabledorinsiblinggroups. The impactof the to harder-to-place children suchasthosewhoare are mostlikely to beableto offer anadoptivehome recruitment focuses on prospective adopters who their casebeingbrought to panel. past theyhadexperienced delaysinassessmentand sickness, someprospective adopters saidthatinthe commentedtimescales. Onereport that,dueto staff prospective adopters take place withinreasonable intervals, for examplebymakingsure thatvisitsto child’s and each prospective adopter’s case at frequent allow seniorstaffto monitor theprogress ofeach placement ofchildren insomeauthorities. also identifiedas contributing to thedelaysin future, oftentakes tooprocesses long.Court were information aboutachild’spastfor theiruseinthe thegatheringandrecordingwork, particularly of their processes. The provision ofchildren’s life-story preparation courses andadoptionpanelsto speedup have increased thenumberofinformation meetings, a steady flowofadoptiveparents. Someagencies that theseeventsare heldregularly enoughto ensure To avoidthis,someservices worktogether to ensure and preparation training for prospective adopters. late, orbytheinfrequency ofinformation meetings needs ofharder-to-place children. prospective adopters whoappearableto meetthe adoption. Someagenciesfast-track assessmentsof parents to meettheneedsofchildren awaiting to workharder to recruit therightbalance ofadoptive have recognised thattheirsizemeanstheyhave adoptive parents. Several smalleradoptionagencies futures frustrating andcanalso bevery for prospective 449. 448. 447. 446. In manycasesdelayisreduced byensuringthat Delay canbeminimisedwhere tracking systems planningtooDelays canbecausedbystarting Delays prolong aboutchildren’s uncertainty conveyed clearlyenoughto prospective adopters. well, theresults ofthedecisionsare sometimesnot role oftheagencydecision-maker isusuallyperformed causes apotential conflict ofinterest. Althoughthe management role within theadoptionagency, which well whentheprofessional adviserto thepanelhasa the adoptionprocess. This doesnotalwayswork in providing challenge to, andqualityassurance of, to ensure thatthepaneleffectively fulfilsits remit presenting casesto theadoptionpanelisimportant membership andthemanagementofsocialworkers working. The proper separation ofroles betweenpanel the panelandtheirviewsusedto improve itsfuture children. Prospective adoptiveparents are invited to recommendations givepriorityto theneedsof children andprospective adopters, andmatching consideration isgivento theassessmentsof and comprehensive, where careful anddetailed for adoptionwhichwere revised in April 2011. must take account ofthenational minimumstandards agencyatleastonce three every support yearsand agencies inEngland.Ofsted inspectseachadoption 31 August 2011,there were 44adoptionsupport relatives andproviding intermediary services. As at recordsagencies specialiseintracing birth andbirth counselling, advice, training andconsultation. Some a rangetherapy, ofservices whichincludesupport, adults and/or familiesaffected byadoptionandoffer adoption panelswasacommon concern. parents frombirth aboutchildren reports presented to informationauthorities, theomissionofimportant on backgrounds aspossible.However, inweaker local their children to haveasfullanunderstandingof their planning for theirchildren’s futures andinenabling were encouraged andwelcomed to inthe participate parents withtheadoptionprocess.birth families Birth parents wasanotablestrength, aswasworkto involve for children to movefrom foster carers to adoptive 450. 452. agencies Adoption support 451. The workofadoptionpanelsisoftenthorough Adoption support agencies workwithchildren, Adoption support In thebestlocalauthorityservices, support 137 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

Figure 71 Overall effectiveness of adoption support 455. For agencies aiming to improve from good to agencies inspected between 1 September 2010 and 31 outstanding, inspectors noted the need for tighter August 2011 (number of providers) monitoring, reviewing and reporting to senior managers on the quality of services and their impact Adoption support agencies on outcomes for children, families and adults receiving Outstanding 10 a service. This should help to improve services

Good 8 and identify any gaps in staffing of the agency. In some services there was also the need to make Satisfactory 1 key documentation, for example the Statement of Inadequate 0 Purpose, more accessible to the whole range of service Total 19 users.

453. The adoption support agencies inspected this year were all judged to be good or outstanding, Residential family centres apart from one which was satisfactory. Common to all these agencies is a clear commitment, from very 456. Residential family centres are centres where well-qualified and knowledgeable staff, to provide parents undergo a residential assessment of their sensitive and accessible services that respect people’s ability to care safely for their children, usually differences and are designed in partnership with arranged and paid for by the local authority, often at service users and commissioners. the direction of the courts. 457. As at 31 August 2011, there were 60 residential 454. Outstanding agencies are consistently strong in their delivery of user focused services and two family centres in England. Ofsted inspects each of the eight good agencies were also judged to be residential family centre at least once every three outstanding in this area. In the outstanding agencies years. Ofsted inspection must take account of the there is an unwavering commitment to getting it national minimum standards for residential family right for service users, who reported high levels of centres. However, these are long overdue for revision satisfaction with the services they received. The best and have a weak focus on outcomes. This is currently agencies have been singled out as contributing to the limiting the impact of inspection in this sector. prevention of the breakdown of adoptive placements, Figure 72 Overall effectiveness of residential family offering a highly professional service delivered with centres inspected between 1 September 2010 and 31 considerable warmth and care. Service users who August 2011 (number of providers) spoke to inspectors often commented on the positive impact agencies have had, for example: Residential family centres

‘We are very happy and incredibly grateful for Outstanding 5 the service we receive…Their professionalism, Good 11 knowledge and attitude in providing essential support is proving invaluable through very Satisfactory 6 difficult experiences and challenges.’ Inadequate 0

Total 22

458. The residential family centres inspected this year are, in the main, good or outstanding – an improving picture from last year when most centres inspected were no better than satisfactory. The majority of centres have either maintained or improved their performance from the previous inspection. Eight residential family centres were inspected for the first time since registration; three were judged to be satisfactory, three good and two outstanding. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

138 emotional healthmatters. them to haveabetter understandingofphysicaland work, clinicalpsychologyandnursing,whichenables backgroundsdisciplinary suchashealthvisiting,social themselves come from awidevarietyofspecialist of thoseservices judgedto beoutstanding,thestaff services is common across manycentres, but,intwo and guide.’Providing access to arange ofspecialist states:one report ‘Staffare able to challenge,teach having clearexpectationsandrobust transitions. As develop positiveandrespectful relationships, and families withrespect andempoweringthemto services are strong incriticalareas suchastreating centres judgedto beoutstandingoverall. Outstanding relationships builtonhonestyandmutualrespect. in decision-makingandtheyexperience sound quality assessments,theyare informed andinvolved service in a plannedandsensitivemanner, theyreceive parents andchildren generally enter andleavethe was found thatinthegoodandoutstandingcentres, of themostcriticalareas for thistypeofservice. It positively. This judgementreflects practice insome judgements for enablingresidents to contribute ensuring thatitisfree from hazards. safety –for examplekeeping thebuildingcleanand actions, raised in12 services, related to healthand practice andrecord-keeping, andthemostcommon areas for developmentinrelation to recruitment requirements variedoverall, there were somesimilar identifiedwasminor.the shortfall Althoughthe fact thatactionswere set,becauseintheseinstances effectiveness wasstilljudgedto begood,despite the requirements. Ineightoftheseinspectionsoverall actions to require thecentre to meettheregulatory 461. 460. 459. Common themesare identifiableinthose All butthree centres achievedgoodorbetter In 14ofthe22inspections,Ofsted set 2007/08 (196) 2008/09 (198) 2009/10 (186) 2010/11 (133) be reported innextyear’s Annual Report. Inspection outcomes againstthisnewframework will under relevant sectionsoftheevaluationschedule. were alsorevised for September 2011,are covered boarding. The nationalminimumstandards, which their safety; andtheleadershipmanagementof of theboarding provision; outcomes for boarders; success ofpupilsinaresidential setting:thequality 2011. The framework focuses onwhatmatters for the boarding andresidential specialschoolsinSeptember new framework for inspectingresidential provision in whole provision madebytheschool. inspections are integrated to ofthe enableareport due anditisfeasible andpractical to doso,both schools. Where the educationinspectionisalso national minimumstandards for residential special the Care Standards Act 2000,havingregard to the residential yearunder pupilsin theseschoolsevery are independent.Ofsted inspectsthecare of maintained bythelocalauthorityandremainder England offering 5,115places; 112ofthemare 463. 462. schools Care inresidential special Figures are rounded anddonotalwaysaddexactlyto 100. 31 August 2011(percentage ofproviders) special schoolsinspected between1September 2007and

Figure 73 Outstanding After extensive consultation, Ofsted introduced a There are 202residential specialschoolsin 34 37 45 Overall effectiveness ofcare inresidential Good 62 Satisfactory 45 52 40 Inadequate 30 18 13 10 8 3 1 1 139 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

464. In 2010/11, Ofsted inspected the care provided 466. Almost all schools make effective arrangements in 133 residential special schools. Overall, these to care for pupils’ health. This is a particularly strong schools make very good provision for residential feature in that in over three quarters of schools young pupils: 62% were judged outstanding and none was people receive outstanding support for their health judged inadequate. Inspections this year have shown from knowledgeable, experienced and well-trained a further improvement on the very good provision staff who are frequently supported by therapists found last year and reveal that the large majority of and other professionals. The best schools provide residential special schools care very well for vulnerable excellent support for residential pupils’ personal and children with special needs and/or disabilities who are academic development. The staff who teach them and living away from home. those who care for them work in close partnership to ensure that children are understood and treated Figure 74 Key care inspection judgements in residential as individuals. Care plans are detailed, well suited to special schools inspected between 1 September 2010 and individual needs and reviewed on a regular basis so 31 August 2011 (percentage of providers) that pupils get the support they need to realise their

Overall care judgement (133) full potential.

62 30 8 467. Most schools try hard to help pupils feel at home

Being healthy (131) and provide clean and comfortable accommodation in a welcoming environment. They have strong systems 78 21 2 to identify and deal with bullying effectively, so that Staying safe (132) pupils report that bullying is rare and that they feel 69 25 6 safe at school. Robust policies for child protection Enjoying and achieving (131) and staff recruitment are in place in order to protect 91 8 1 vulnerable pupils from contact with unsuitable adults.

Making a positive contribution (131) Staff are well trained in safeguarding children and schools have good working partnerships with outside 79 21 1 agencies and Local Safeguarding Children Boards to Achieving economic wellbeing (132) deal with any issues that arise. 42 52 7

Organisation (131)

64 30 6 Compliance, investigation

Outstanding Good Satisfactory Inadequate and enforcement

In two residential special schools not all judgements were made as there 468. Ofsted investigates concerns about children’s were no children on roll at the time of the inspection. social care where it is alleged that providers are not Figures are rounded and do not always add exactly to 100. meeting legal requirements or minimum standards, are putting children at risk or are providing services 465. Through the high quality of care they receive, without appropriate registration. The law gives residential pupils in special schools are able to enjoy Ofsted a range of powers to regulate children’s social their time in school. A large majority of them achieve care providers; these set out the action that Ofsted exceptionally well. These schools are, in the main, can take in order to enforce compliance with legal effective in breaking down the barriers to learning so requirements. that young people can make a positive contribution to their school and wider communities. This promotes pupils’ personal and social development and self- esteem. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

140 was judgedto begood. improvements. At thenextinspectionprovision put anactionplaninplace andmadesignificant actions to remedy thefailingsidentified. Theprovider unannounced visitto thehomeand,asaresult, set risk inachildren’s home. An inspector madean training for dealingwith difficultbehaviourand regarding thelackofpolicies,procedures and These includedacasewhere concerns were raised on herorhisfindingsandtheactiontaken asa result. investigation into theconcerns andto to report Ofsted asked theregistered individualto conduct aninternal enforcement action.For example, in168casesOfsted and compliance withthelawwithoutusingstatutory of cases,Ofsted wasableto secure improvements slightly fewer thantheprevious year. Inthemajority social care providers, Ofsted investigated 675cases– as aresult ofconcerns received againstregistered secure improvement inpractice. of harmto children andyoungpeople. The aimisto seriousness ofeachconcern andto mitigate anyrisk to ensure thattheresponse isproportionate to the invoked atthelowestpointinescalatingtariff escalating tariff. The mostappropriate poweris case, Ofsted takes actioninlinewithapublished are setbyOfsted. After careful consideration ofeach Some thresholds are imposedbylegislationandothers its statutory powers whenarelevant threshold ismet. approach to investigationandenforcement, onlyusing issues. Authority Designated Officers aboutsafeguarding agencies. Almost allofthesereferrals were to Local During thisyear257caseswere referred to other protection agenciesandthepolice, to protect children. shares information withotheragencies,suchaschild children andyoung peopleisnotsafeguarded and information thatsuggeststhewelfare of after properly. Ofsted actsimmediately onany young peopleare protected effectively andlooked 472. 471. 470. 469. Ofsted setactionsfor providers in81cases. Between 1September 2010and31 August 2011, Ofsted takes aproportionate, risk-based Ofsted’s priorityisto ensure thatvulnerable home andregistration wasrefused. applicant wasdeemedunfit to manageachildren’s already voluntarilyresigned theirregistration. One children’s home.However, theprovider hadmeanwhile a notice ofproposal to cancel theregistration ofthis of physicalabusewascarriedout.Ofsted thenissued harm whileaninvestigationinto seriousallegations thereby ensuringthatnochildren were atriskof accommodation inonechildren’s homethisyear, to refuse orcancel registration. Ofsted restricted any more children for aspecifiedperiodoftime,or which prevents achildren’s homefrom admitting Ofsted hasthepower to restrict accommodation, required standards, orchildren are atriskofharm, comply withthese. this year. Providers canbeprosecuted for failure to letters twostatutory andserved compliance notices to prevent arecurrence. Ofsted issuedtwowarning warning letter where theletter islikely to besufficient Ofsted hasthepower to prosecute, butmayissuea evidence thataperson hascommitted anoffence, although thelarge majority donot.Where there is individual casefileswithfront-line workers. looking atdirect practice, including scrutinising neglect. Inspectors spendthemajorityoftheirtime people andminimisestheincidence ofabuseand to managetheriskofharmto children andyoung child protection. They assesshowwellpractice helps focus onthelocalauthorityasleadagencyfor the front doorofchildprotection services. Inspections cycle. Contact,referral andassessmentservices are areas by August 2010. They are nowintheirsecond introduced inJune2009andhadcovered alllocal contact, referral andassessmentarrangements were arrangements; andfullsafeguarding inspections. inspections ofcontact, referral andassessment focus onlocalauthoritysafeguarding arrangements: 474. 473. 476. 475. Safeguarding Where providers are notableto meetthe failures incareCertain constitute anoffence, Unannounced inspectionsoflocalauthority Ofsted twotypesofinspectionthat undertakes 141 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

477. These unannounced inspections do not grade 480. It is clear that most local authorities are the effectiveness of the services but instead identify using the findings of unannounced inspections where the authority is meeting the requirements of well to improve the quality of contact, referral and statutory guidance, and identify areas of particular assessment services. These arrangements have strength, areas for development and any areas for noticeably improved in this second year, meaning priority action. An area for priority action identifies that more children who require protection have their a serious weakness that is placing children at risk of needs identified in a timely way. In the vast majority inadequate protection and of significant harm. of instances where areas for development had been identified at a previous inspection, appropriate action 478. In addition to the unannounced inspections has been taken. Improvement has been driven by of contact, referral and assessment arrangements, strong leadership, robust improvement plans and Ofsted will complete, by July 2012, a three-year targeted additional resources. Effective contact, programme of full inspections, jointly with the Care referral and assessment arrangements also have a clear Quality Commission, of all safeguarding services focus on listening to children and young people and in each local authority area. Inspections of local involving them in their assessments. However, even authority looked after children services are carried out though improvements are being made, the challenge at the same time as full inspections of safeguarding for local authorities relates to achieving consistently services. Inspections of looked after children services good outcomes from consistently good practice. are discussed in detail in paragraphs 498–511. Full safeguarding inspections may be brought forward Figure 75 Inspection outcomes for local authority when serious issues are identified in the unannounced safeguarding services inspected 1 September 2010 to 31 inspection of contact, referral and assessment August 2011 (number of providers)82 arrangements.

Overall Capacity for Leadership and

Local authority safeguarding effectiveness improvement management performance Outstanding 0 4 5 Good 13 20 19

479. Between 1 September 2010 and 31 August 2011, Adequate 25 17 16 133 inspections of contact, referral and assessment arrangements were completed. Of these, only three Inadequate 9 6 7 councils received priority actions to improve their Total 47 47 47 services.81 An area for priority action concerns an area of serious weakness that is placing children at risk of 481. However, despite this improvement in contact, inadequate protection and of significant harm and referral and assessment arrangements, the quality of is therefore only given for very serious failings. One safeguarding services overall presents a very mixed of these three local authorities subsequently also picture. Of the 47 local authorities that have received received an Ofsted inspection of their safeguarding a full inspection of safeguarding this year, 38 provide services between 1 September 2010 and 31 August safeguarding services that at least meet the minimum 2011 and was judged to be inadequate. requirements for keeping children and young people safe. This compares with 19 out of 29 last year.

81. The definition of an ‘area for priority action’ was revised by Ofsted on 1 April 2010. Comparisons between 2009/10 and 82. Ofsted evaluates the quality of safeguarding services against a

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The 2010/11 on this measure are, therefore, not appropriate. four-point scale: outstanding, good, adequate and inadequate. 142 aspects ofservicehaddeteriorated. delivery reacting to day-to-day some crises.Furthermore, strengthen services too manychangeswere simply Although someplanshadbeenputinplace to was notenoughevidence ofsustainedimprovement. had beenmadeagainstagreed prioritiesandthere practice. Intheotherlocalauthoritytoo littleprogress yet sufficiently robust to identifyandtacklepoor and auditsystems. However, thesesystems were not significant improvements inperformance management improvement insafeguarding services, including judged inadequate. Onehaddemonstrated some other localauthoritiessafeguarding continued to be care aswellthosereturning home.Inthetwo services to youngpeopleontheedgeof support services agencies,suchasthe through partner the continued ofvaluedfamilysupport delivery leadership oftheseniormanagementteam and increases insocialcare capacity, theeffective Improvements were achievedthrough necessary of children beingmore effectively addressed. improvement ledto thechildprotection needs to beinadequate. Inoneauthority, substantial reinspections oflocalauthoritiespreviously judged assessment arrangements. outcome oftheinspection ofthecontact, referral and safeguarding inspectiononthebasisofdataand less successful authoritieswere prioritisedfor afull the comparisons are notstraightforward. Lastyear inspected, whichsuggests someprogress. However, inadequate inonethird ofthelocalauthorities for concern. Lastyearsafeguarding services were safeguarding services thisyear, isaseriouscause inspected. This, combined withthelackofoutstanding safe. This represents aroundofthesample onefifth not effective inkeeping children andyoungpeople 483. 482. Three ofthefullinspections thisyearwere Nine localauthoritiesinspected thisyearwere always consistently embeddedinpractice. improved intheseareas, theseimprovements are not always secure. Although manyauthoritieshave and therigourofoversightbymanagerswere not protective factors. Moreover, thequalityofrecording and theydonotalwayssufficientlyidentifyrisk assessments are mostly timely, theirqualityisvariable can have.Itisclearfrom inspectionthatalthough an excessive focus onmeetingassessmenttimescales and familiesthesometimesnegativeimpactthat ofthequalityworkwithchildrenthe importance 2011. October publishedinMay 2010andherfinal report review ofchildprotection, whichwaspublishedin many oftheconclusions inProfessor EileenMunro’s contact, referral andassessmentthisyearcorroborate children whohadbeentrafficked. leading to effectively targeted interventions for local authority, multi-agencyarrangements were vulnerable groups.particularly For example,inone enables services andinitiativesto betargeted towards agency teams, agencies, includingwithvoluntary that effective co-location ofprofessionals and multi- working andearlyintervention. Inspectionsshow withstrong arrangementssupport for multi-agency children andfamiliesto awiderange ofadvice and arrangements into socialcare are providing access for successful localauthorities,effective ‘front door’ authority safeguarding services. Inmanyofthemore multi-agency workingiscriticalto thesuccess oflocal 485. 484. Strengths andareas for development Education, 2011. forThe Munro review Department ofchildprotection: final report, foranalysis, Department Education,2010. 83. TheMunro one:asystems review ofchildprotection –part 486. Professor Munro drew attention to inherreport The findingsfrom inspection ofsafeguarding and The effectiveness ofearlyintervention and 83

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487. Some of the inadequate authorities had 490. A number of the themes that were identified pockets of good early intervention practice; however, in last year’s Annual Report in relation to ‘a system ineffective use of the Common Assessment Framework under pressure’ remain. The effectiveness, accessibility (CAF) was a common barrier to early intervention and functionality of nationally prescribed electronic in many of these cases. Six of the nine authorities recording systems are regularly identified as ongoing had not embedded the CAF across the partnership challenges. In struggling local authorities it remains and were making ineffective use of the process. This common that a lack of understanding between is in contrast with the local authorities performing agencies means that the contact, referral and well, where 11 of the 13 were making effective and assessment team is carrying out work that would be efficient use of the CAF. more appropriately managed by other partners or by other social care teams. In particular, in more than 488. Professor Munro states that ‘to be able to one authority the division of responsibility between practise well, social workers have to be employed in an the police and the contact, referral and assessment organisation that supports them and their professional team in managing referrals in relation to domestic development.’84 It is vital to have a well-trained abuse is not sufficiently clear. In other authorities, and supported workforce that has the capacity and early preventative work is not sufficiently embedded opportunity to critically reflect on practice and be or pathways to other services are not clear. All these challenged by managers. However, in inspections of factors create additional demand on services already contact, referral and assessment arrangements, one under pressure. of the most commonly raised areas for development relates to supervision and appraisal. Weaknesses have 491. Local authorities that are performing well are been identified across a range of areas, in terms of able to manage these pressures effectively. These quality, rigour and challenge as well as the frequency authorities have strong and visible leadership, clearly of supervision and the recording of staff development articulated plans and ambitions for improvement. needs. This is particularly critical for newly qualified The Local Safeguarding Children Board has a key social workers. role in challenging and holding organisations to account. These authorities have developed a sound 489. As found last year, there is no evident strong performance management and quality assurance relationship between the size or demography of the system across the partnership that identifies and local authority and its inspection judgement. Those addresses weaknesses and areas of poor performance local authorities judged to be performing well and and tackles them effectively. In three instances, these those that are not effective in keeping children and performance management systems were judged young people safe are facing similar challenges in to be outstanding, with clear involvement from all relation to the effective use of electronic recording senior managers, including directors, in a ‘hands systems, rising referrals and workforce issues. on’ approach to auditing, challenge and regular discussions with front-line staff.

492. In sharp contrast some very clear weaknesses were identified in those authorities judged to be inadequate this year. These authorities were unable to translate their stated commitment to improvement into action because they did not have all the necessary information and levers to effect change and were therefore not sufficiently aware of what was happening within their safeguarding services at the front line.

84. The Munro review of child protection: final report, Department

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The for Education, 2011. 144 professional challenge. from thedifferent agenciesto effect changethrough combined withmembershipofsufficientseniority defined andthere isanindependent,rigorous chair Safeguarding Children Boards, accountability isclearly consistently across allagencies.InthebestLocal serious casereviews are usedto improve performance more effective, monitoring, auditingandlearningfrom the changesneededto improve front-line practice. authorities didnothavesufficientunderstandingof the Local Safeguarding Children Boards inthese of scrutinymanagementinformation. As aresult, a failure to holdorganisations to account andalack safeguarding performance organisations, ofpartner inunderstandingandaddressingshortcomings the authorities thiswasnotthecase. This ledto safeguarding issues.Insevenofthenineinadequate to provide robust challengeandoversightof their inspectionreports. responding to children andfamiliesnoted ineachof children atriskofsignificantharm,withdelaysin the inadequate authoritieswere judgedto beplacing pressure andworkfor socialcare professionals. All leading to inappropriate referrals andadditional referrals thatwere understoodagencies, bypartner nine inadequate authorities lacked clearthresholds for assurance andauditingpractices. Sevenoutofthe by weaknessesinperformance management,quality these authoritiesto effect improvement washampered core functionofsafeguarding children. The abilityof slow andwasnothavingsufficientimpactontheir making someprogress, butingeneral thiswastoo actions for improvement. Mostauthoritieswere action planswhichidentifiedissuesandprioritised andhaddrawnidentified theirownshortcomings up problems, allhad,to agreater orlesserextent, significantly underestimated thescaleoftheir 495. 494. 493. Where Local Safeguarding Children Boards are Local Safeguarding Children Boards are expected Although someinadequate authoritieshad number ofyoungpeopletreated for knife wounds. crime whichhavecontributed to areduction inthe delivering workshopsinschoolsontheimpactofknife for allcases.Inthethird example,anurseclinicianis that haveshared understanding andresponsibility shaping itsservices, workinginsmallsocialworkunits to socialworkteams. Another localauthorityisre- resulting inadecrease inthetotal numberofreferrals pooled resources to finance earlyintervention services, One localauthorityisusingcreative planningand outcomes, asthefollowing three examplesillustrate. to useresources effectively andto maximisepositive them to staysafely intheirfamilies andcommunities. adolescents ‘ontheedgeofcare’support andhelp the successful methodsusedbylocalauthoritiesto Ofsted thisyearexploring hascarriedoutasurvey who needto belooked afterare taken into care. ensuring thatonlythosechildren andyoungpeople coming into care for thebetter. helped to changethelivesofyoungpeopleatrisk showshowservicesThe survey in11localauthorities 496. young people enteringcare (110082), Ofsted, 2011. 85. Edgingawayfrom care –howservicessuccessfully prevent 497. Local authoritiesare findinginnovativeways An important priorityforAn important local authoritiesis 85

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Edging away from care a prompt, persistent and flexible approach, which was based on listening to the views of Those authorities visited as part of the survey the young person and family and building on were committed to working ‘safely’ to reduce their their strengths numbers of looked after children and to manage the risk associated with maintaining the young a clear plan of work based on thorough people within their families and communities. The assessment and mutually agreed goals; regular authorities approached this challenge in different review of progress and risk factors; robust and varied ways, but from their experience a arrangements for risk management; and clear number of consistent themes emerged. planning for case closure and sustaining good outcomes. The overriding message from the young people and families was that the quality of the professional Young people and their families were readily able involved was the crucial factor in helping achieve to identify the difference that these services had success. They were described as persistent, reliable, made to their lives. In all the families spoken to, open and honest, which included being absolutely the young person had been supported to remain straight about what needed to change. They living at home or in the community. They also told enabled the families to see that they had strengths inspectors about improved behaviour, including and that change was possible and they persevered anger control, offending or anti-social behaviour, with families who often did not want to engage better school attendance and attainment, and with them. These were professionals who had raised confidence, self-esteem and aspirations. the time to respond quickly, often out of normal Despite these good outcomes the survey found that working hours, and work intensively with families. local authorities needed to work to achieve greater consistency in how success was measured and to set In addition to the qualities of the professionals realistic timescales to achieve longer-term benefits involved, the most successful services were those such as the impact on the overall numbers of which incorporated explicit and clearly stated children in care. models and methods of intervention, including a repertoire of tools for professionals to use. A clear intervention model supported professionals to be Looked after children more confident and informed and led to better outcomes with young people and families. It also 498. Inspections of local authority looked after enabled young people and families to have a better children services are carried out at the same time as understanding of the overall direction, plan and full inspections of safeguarding services. They are timescales of the intervention. conducted on a three-yearly cycle and are carried out The survey found that successful services were jointly with the Care Quality Commission. supported by some key factors, which included: strong multi-agency working both operationally In some of the effective and strategically; this involved strategic analysis and understanding of the needs of this cohort local authorities inspected of young people accompanied by investment this year the ‘virtual school’ into services to address those needs and ‘virtual headteachers’ for clear and consistent referral pathways into services looked after children have clearly understood and consistent decision- been important drivers for making processes improvement. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

146 employment following year11 atsecondary school. after children were infull-timeeducation,training or September 2009more thanthree oflooked quarters agencies. Nonetheless,itisencouraging thaton30 challenges for localauthorities,schoolsandother and theirpeersremains persistently wideare key the factthatgapbetweenlooked afterchildren low absolute attainmentoflooked afterchildren and benchmark increased from 45.6%to 53.0%.Boththe period thepercentage ofallchildren achievingthis between 2009and2010.However, overthe same represents nearlyatwopercentage pointincrease on the5.9%whoachievedthisin2005/06and and mathematics. This isaconsiderable increase achieved fiveGCSEsgraded A* C, includingEnglish to of children looked afterfor 12monthsormore the latest yearfor whichfigures are available,11.6% gap withtheirpeershasalsoincreased. In2009/10, achievement ofchildren incare hasimproved, butthe improve were judgedoutstandinginfour. both leadershipandmanagementthecapacityto outstanding services for looked afterchildren overall, Although nolocalauthoritieswere judgedto have better thanadequate for theiroverall effectiveness. Twenty-seven localauthoritieswere judgedto beno period wasjudgedto havean outstandingservice. authority services inspected during thereporting of safeguarding. However, noneofthe46local authority wasalsojudgedto be inadequate inrespect after children wasjudged to beinadequate. This (SFR38/2010), Department for(SFR38/2010), Department Education, 2010. in England,asat 31March 2010.StatisticalFirstRelease 86. Outcomes for children lookedbylocal after authorities 500. 499. September 2010and31 August 2011(numberofproviders) services for looked afterchildren carriedoutbetween1 Outstanding Good Adequate Inadequate Total

Figure 76 Over thepastfiveyearseducational Only onelocalauthorityservice for looked Inspection outcomes for localauthority effectiveness Overall 46 19 26 0 1 improvement Capacity for 46 20 21 5 0 Leadership and management 46 18 23 5 0 86

shows thattheyhave: schoolsare effective,virtual evidence from inspection be putinplace where needed.Inauthoritieswhere the authority’s looked after children to enablesupport and out-of-school-hours learningofallthelocal the attainment,progression, attendance, exclusion headteacher isresponsibleThe virtual for monitoring a numberofdifferent physicalschoolsorsettings. after children. schoolattend The pupilsofthevirtual is astructure to improve theeducationoflooked driversforimportant improvement. school The virtual headteachers’ for looked afterchildren havebeen school’and‘virtual inspected thisyear the ‘virtual authority area. arrangements where achildisplaced outsidethelocal failure to establisheffective protocols for managing looked afterchildren. common weaknessis A further lead to poorstabilityofeducationplacements for narrow choice ofeducationplacements. This can in education. This weaknessiscompounded bya people facingexclusion to keep themmotivated children are workingeffectively withthose young involved inthecare andplanningfor looked after corporate parents, do not ensure thatall the people emerge. Oftentheselocalauthorities,actingas are lesseffective, anumber ofcommon challenges forand support theeducationoflooked afterchildren 501. 502.

and otherprofessionals, suchasfoster carers headteachers,supported staff, governingbodies raised theprofile oflooked afterchildren challenged schools,promoted highaspirations and and monitored effectively. education plansoflooked afterchildren are used schoolstosupported ensure thatthepersonal putting inplace appropriate support from to primary secondary schooldifficultand stage thosechildren whomightfindtransition people, for examplebyidentifyingatanearly teachers toindividualchildren andyoung support worked withdesignated looked afterchildren’s improvement education, andearlyintervention to support attendance, engagingyoungpeopleintheir driven effective strategies for managing In someoftheeffective localauthorities In authorities where virtual schoolarrangementsIn authoritieswhere virtual 147 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

503. Supporting the emotional well-being and demonstrated a strong cross-party commitment to mental health of looked after children is important looked after children, by championing their rights, to ensuring good and improving outcomes in the having high aspirations for their achievement, long term. Providing access to services which help monitoring children’s progress and challenging looked after children to address mental health issues outcomes and promote emotional well-being is a priority for clearly understood its role and the responsibilities most authorities. Twenty local authorities inspected of the local authority towards looked after this year were judged to be outstanding or good for children, and planned for and prioritised their supporting looked after children to ‘be healthy’. In needs, resulting in a greater focus on improving the majority of these, dedicated child and adolescent outcomes mental health services (CAMHS) for looked after children and young people were in place and, where actively engaged with their young people, for this was not the case, effective fast-track pathways example through children in care councils that had been established. As a result, in the best are well-established and have effective and authorities looked after children were able to access regular links with senior management and elected CAMHS in a timely manner, although in one authority members. judged good, this was not reflected in the response to 506. Too many local authorities inspected this year, 87 young people at tier three. Many of these successful however, lacked a robust strategy for corporate authorities demonstrate effective use of strengths parenting. Not all of the good authorities were able to and difficulties questionnaires to identify looked evidence having clearly articulated strategies. In some after children’s needs and in one authority a generic authorities corporate parenting boards are still at an assessment of all looked after young people had been early stage of development. In many of the weaker effective in ensuring those in greatest need accessed local authorities, moreover, there was a clear lack of the appropriate service. challenge in the corporate parenting process.

504. In the seven local authorities where support for 507. In the authorities inspected this year, looked the health of looked after children was inadequate after children have generally reported to inspectors the provision of services was inconsistent and the that they are engaged well in contributing to the quality and timeliness of health assessments were not planning for their care. Most are satisfied with how robustly monitored. In these authorities looked after they are engaged in their care plan and supported to young people often had to wait longer to receive contribute to their reviews. Independent reviewing CAMHS, which in some cases reflected a lack of local officers are often cited as being central to helping priority given to securing timely access to mental young people contribute. In some local authorities health services. Although some inadequate authorities young people expressed concerns about changes were making reasonable use of the strengths and in their social worker which made participation less difficulties questionnaires to assess individuals, the effective. inconsistent recording of outcomes was a common weakness. 508. In more than half the authorities inspected, looked after children and care leavers had good 505. The effectiveness of corporate parenting is opportunities to contribute to strategic planning, another important factor in driving ambition and mainly through children in care councils. Examples improved outcomes for children in care. Nineteen of included: involvement in service commissioning and the 46 local authorities received good judgements for tendering; contributing to the development of the looked after children’s services. Many of these shared Children and Young People’s Plan; engagement in some distinctive characteristics in relation to their the local Corporate Parenting Board; involvement approach to corporate parenting. In these authorities in staff recruitment and training; and taking part in the corporate parenting board: campaigns to improve transport arrangements. Where engagement of children and young people was most effective there was clear evidence that their views 87. CAMHS are often described as having four tiers, ranging from had an impact upon changes to policy and service universal to highly specialist support. Tier three refers to specialist mental health services, often delivered on a multi-disciplinary delivery. In many of these authorities there is an

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The basis. active pledge to children in care and a strong culture 148 their socialworker inthelasttwoyears. that theyhadexperienced fiveormore changes to social workers. Indeed,somechildren told inspectors care wasadverselyaffected byahighturnoverof promoting stabilityfor care leavers. living arrangements wasalsofound to beeffective in authority, training for landlords providing supported dedicated therapists orpsychologists.Inonelocal fortherapeutic support individualyoungpeople from good-quality training for foster carers; andtargeted to needed; discusstheplacement andanysupport to carers. This includestimelymeetingsandreviews contributing factorprovided isthequalityofsupport solution. Where localactivityiseffective, akey but inspectionsshowthatthere isnosimpleorsingle focused onaddressing theissueofplacement stability, slightly from 65%in 2008to 68%in2010. in oneplacement for atleasttwoyearsincreased and ahalfyearsormore andinthattimehavebeen who havebeenlooked aftercontinuously for two improving. Nationally, thepercentage ofchildren placement breakdown. However, thispicture is authorities andtoo manychildren stillexperience stability. the placement right firsttimeare critical to ensuring a goodrange ofplacements availableandgetting (SFR38/2010), Department for(SFR38/2010), Department Education, 2010 in England,asat 31March 2010.StatisticalFirstRelease 88. Outcomes for children lookedbylocal after authorities 511. 510. 509. development. were limited, inconsistent oronlyatanearlystageof topeople’s opportunities contribute at a strategic level of consultation. However, insomeauthoritiesyoung In twoauthoritiesthecontinuity ofchildren’s Most localauthoritiesinspected thisyearare Placement stability remains achallengefor most 88 Having to challengesto judgements. 2008/09 total differs to thatpublished in the2008/09 due Annual Report evaluated priorto September 2007. 2007/08 total doesnotincludetwoseriouscasereviews whichwere the services provided. evaluation ofthequalityprofessional practice, orof put inplace toimprove practice. further Itisnotan differently, andtherecommendations theyhave what theydidwellandcould havedone have learnedlessonsandcriticallyreflected on The evaluationlooksathowwelltheorganisations scale: outstanding,good,adequate andinadequate. quality ofseriouscasereviews againstafour-point so thatlessonscanbelearned.Ofsted evaluates the are carriedoutbyLocal Safeguarding Children Boards neglect isknownorsuspected to beafactor. They ofachildwherethe deathorseriousinjury abuseor outstanding compared with justonelastyear. weregood oroutstanding.Nine reports judgedto be ofserious casereviewsproportion judged to be since lastyearandthere isanincrease inthe compared with116lastyear. case reviews were submitted to Ofsted for evaluation 1 September 2010and31 August 201189serious of seriouscasereviews submitted to Ofsted. Between August 2011. There hasbeenadeclineinthenumber case reviews between1September 2010and31 512. evaluations Serious casereview 514. 513. reviews) between 1September 2007and31 August 2011(numberof Inadequate Adequate Good Outstanding

Total

Figure 77 Serious casereviews are localenquiriesinto The trend inimprovement hascontinued Ofsted completed theevaluationof103serious Evaluation of serious case reviews undertaken 2007/08 90 36 34 20 0 2008/09 195 55 84 56 0 2009/10 137 62 66 8 1 2010/11 103 22 67 5 9 149 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

515. Common features of outstanding serious case underestimating the risks resulting from the reviews are: tight and comprehensive terms of parents’ own needs, particularly given the reference; a willingness to revisit and reshape these vulnerability of babies terms of reference during the process as necessary; insufficient support for young parents and a strong commitment to family involvement where marginalisation of the role of fathers that has been possible, which has helped to illuminate the lessons learned; a robust engagement with poor quality assessment of and support for lessons learned from previous serious case reviews; a parenting capacity sophisticated use of relevant research; and a rigorous issues for both commissioning and provider health overview report which systematically analyses and agencies, whose practitioners are often the main critiques the individual management reviews. or the only agencies involved with the family in 516. This year Ofsted published two reports to the early months disseminate the learning from serious case reviews. underestimating the fragility of the baby. They both provide a thematic analysis of the lessons identified. The first report, arising from the evaluation 518. A notable feature of the cases about young of serious case reviews in the six months from April to people over the age of 14 is the wide diversity the end of September 2010, specifically focused on of incidents that resulted in serious case reviews. the voice of the child.89 In too many cases: Although the lessons learnt tend to be quite specific to the particular cases, the reviews found that too the child was not seen frequently enough by the often: professionals involved, or was not asked about her or his views and feelings agencies had focused on the young person’s challenging behaviour, seeing them as hard agencies did not listen to adults who tried to reach or rebellious, rather than trying to to speak on behalf of the child and who had understand the causes of the behaviour and the important information to contribute need for sustained support parents and carers prevented professionals from young people were treated as adults rather seeing and listening to the child than being considered as children, because of practitioners focused too much on the needs of confusion about the young person’s age and legal the parents, especially vulnerable parents, and status or a lack of age-appropriate facilities overlooked the implications for the child a coordinated approach to the young people’s agencies did not interpret their findings well needs was lacking and practitioners had not enough to protect the child. always recognised the important contribution of their agency in making this happen. 517. Ofsted’s most recent report on serious case reviews takes a retrospective view of all the serious case reviews that have been evaluated by Ofsted since The Children and Family 2007, with a specific focus on two age groups that are particularly vulnerable: children under one year Court Advisory and old and young people aged 14 years and over.90 For babies less than one year old common weaknesses in Support Service (Cafcass) practice identified in the serious case reviews included: 519. Cafcass has a statutory responsibility in England shortcomings in the timeliness and quality of pre- to safeguard and promote the welfare of children in birth assessments family proceedings, give advice to the court, ensure that children are represented, and provide information, advice and other support for the children and their families. Cafcass’s professionally qualified social 89. The voice of the child – learning lessons from serious case work staff, called Family Court Advisers (FCAs), work reviews (100224), Ofsted, 2011. exclusively in the family courts. Cafcass is a national 90. Ages of concern: Learning lessons from serious case reviews

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The (110080), Ofsted, 2011. organisation which this year restructured from 21 to 150 identified thisdeficiency. Asa result,outcomes for being appliedconsistently andmanagershadnot inadequate, statutory safeguarding dutieswere not high demand.Intheservice area where progress was organisations duringatimeofcontinuedother partner collaborative and thejudiciary workwiththecourts, by thecourts. This hasbeenachieved through delays inallocatingandcompleting workordered restructuring whichhasbeeneffective intackling planning, intervention programmes andorganisational leaders havesuccessfully putinplace business service areas where goodprogress hasbeenmade, and onewasmakinginadequate progress. Inthe two Cafcass service areas were makinggoodprogress andrecommendationsreporting to thecourt. work withchildren, caseplanningandrecording, or on thequalityofassessment,intervention anddirect delays. Critically, theydidnotincludejudgements safeguarding practice; andprogress inreducing of service planning;performance management; improvement programme, specifically:aspects local levelagainstsomekey prioritiesinCafcass’s unannounced inspectionstoshort onprogress. report October 2010to March 2011Ofsted undertookthree on theoverall effectiveness oftheorganisation. From relation to theirimprovement programme, rather than judgement ontheprogress Cafcass wasmakingin asked Ofsted to inspectionsto undertake make a summer of2010,theMinister responsible for Cafcass pace ofimprovement stillinadequate. Duringthe Cafcass asapoorlyperforming organisation withthe 522. 521. 520. completed byMarch 2013. inspecting allservice areas beganin2009andwillbe 19 service areas across England. The programme of Cafcass to 31March 2011 Cafcass area service North andSouthof North Tyne Kent Nottinghamshire andDerbyshire

Figure 78 Of thethree progress inspectionscarriedout, These inspectionswere ofprogress ata Last yearOfsted’s described Annual Report Outcomes ofinspectionsprogress by Overall progress Good progress Inadequate progress Good progress satisfactory. area to safeguarding children andyoungpeoplewas for improvement. The contribution oftheservice service was judgedsatisfactory withagoodcapacity and Humberside,theoverall effectiveness ofthe was meetingitsstatutory functions.InSouth Yorkshire were receiving atimelyservice andtheservice area satisfactory. Children, youngpeopleandtheirfamilies and safeguarding judgementswere alljudgedto be Surrey, theoverall effectiveness, capacityto improve have beencarriedoutsince April. InSussexand and thearea ofSouth Yorkshire andHumberside inspections ofCafcass service areas, SussexandSurrey of inspectionallCafcass service areas. Two full report. report. improvement identifiedintheoriginalinspection area hasmadesufficientprogress intheareas for of theseisto establishwhether theCafcass service inadequate for overall effectiveness. The purpose monitoring visitswhere service areas havebeenjudged poor. quality ofsocialworkpractice ranging from strong to children andyoung peoplewere too variable,withthe 523. 524. organisational restructuring. intervention programmes and in place businessplanning, leaders havesuccessfully put good progress hasbeenmade, In theservice areas where In April 2011Ofsted resumed thefullprogramme Ofsted two-daypost-inspection alsoundertakes 151 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s social care

Figure 79 Outcomes of post-inspection monitoring visits

Cafcass service area Number of ‘areas for Number of ‘areas for Overall progress improvement’ where progress improvement’ where progress was judged satisfactory or better was judged inadequate

Cheshire and Merseyside 11 0 Good progress

Lancashire and Cumbria 6 1 Satisfactory progress

Greater London 10 2 Satisfactory progress

525. Ofsted’s post-inspection monitoring visits have 528. Ofsted will complete the three-year programme found that the introduction of early intervention of local authority safeguarding and looked after teams and a proportionate approach to assessing need children inspections by July 2012. This will establish a has resulted in more timely risk assessment and advice comprehensive baseline of performance in every local to the courts, which have contributed to safeguarding authority in England as a platform for the introduction children’s welfare in many cases. In one post- of the new inspection arrangements. Ofsted will inspection monitoring visit, progress against all areas also complete the first year of children’s homes for improvement was judged to be at least satisfactory. inspections under the framework introduced in April In the other two monitoring visits, areas of inadequate 2011, and will have a clear picture of the difference progress were related to the poor practice of a small this has made – the difference to the outcomes of number of staff and managers. inspections, but more importantly the difference it should make to the experiences and life chances of 526. Progress is evident in the way managers monitor children and young people in residential care. Ofsted the workforce’s performance through the use of will introduce new frameworks for the inspection of quality assurance, quality improvement planning adoption and fostering services in April 2012 and and staff supervision. This has led to improvements complete inspections of all Cafcass service areas by in practice, for example sharing case plans and 2013. Ofsted is also planning to introduce a new joint reports with families. Progress has also been made in framework with Her Majesty’s Inspector of Prisons for undertaking equality impact assessments, although as the inspection of secure training centres. they are still in their early stages the effectiveness of this is hard to measure. 529. In all of these areas Ofsted will be focusing on outcomes – the difference that services make to children’s lives. Ofsted will be asking whether services Looking forward are improving in the impact that they have, whether they are learning from the growing body of evidence 527. Looking forward, there will be substantial about what works, whether the best services are changes in the inspection of children’s social care continuing to improve, and whether the gap between services in 2012. New arrangements for the inspection the best and the merely adequate, or worse, is of local authority children’s social care services, and narrowing as significantly and as rapidly as it needs to. the partnership working that supports them, will be introduced in May 2012. They will build on all the strengths of the existing arrangements, and will have an even greater focus on the difference that services make to children’s lives and the direct involvement of children and their families in inspection. It is likely that inspection will include significantly more direct observation of professional practice. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

152 out since 2007. programme ofevaluationsthathavebeencarried the key lessonsthat shouldbelearntfrom thewhole change. Ofsted has recently on publishedareport writing ithasnotdetermined atimescalefor that case reviews should end.However, atthetimeof expectation thatOfsted shouldevaluate serious Munro’s recommendation thatinduecourse the she said: ‘learning culture’ willbestrengthened, notrelaxed. As have establishedwhatProfessor Munro calleda extent to whichlocalauthoritiesandtheirpartners evaluating reviews, itsfocus ininspectiononthe is taken forward. Although Ofsted willnolongerbe Whatever takes itsplace, itisessentialthatlearning the fundamentalsofseriouscasereview process. Professor Munro’s recommendations, isreviewing embedded inthesystem. The government,following often tragic incidents, andthispractice isnowwell review andlearnthelessonsfrompartnerships these to asubstantialimprovement inthewaythat for Education,2011. 92. The Munro review Department of child protection: final report, (110080), Ofsted, 2011. 91. Agesofconcern: learninglessonsfrom seriouscase reviews 530. needed bothwithinandbetweenagencies.’ adapt accordingly. Suchalearningculture is well andidentifyemerging problems andso organisations canlearnaboutwhatisworking the system isperforming. This isinorder that continual andreliable feedback abouthow protection system heightens theneedfor ‘The complexity ofthemulti-agencychild The governmenthasaccepted Professor Eileen 91 Ofsted evaluation has contributed 92 153 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s services assessments

154 93. These figures were correct on8November 2011. Key findings

for improvement. further best performing localauthoritiesthere are areas lower assessment. safeguarding arrangements havecontributed to a or weaknessesidentifiedin recent inspectionsof are improving ataslowerrate thancomparators, education outcomes haveoftennotimproved or the qualityofservices inspected ismixed, performance since lastyear. Intheseauthorities, Seven localauthoritieshavedeclinedintheir and youngpeople. inspected, andinimproving outcomes for children consistency inservices andsettingswhichare in earlierassessments,ensuringgreater successful intacklingtheweaknessesidentified performing well. These authoritieshavebeen have improved from performing adequately to their performance since lastyear, 11ofwhich Twenty-five localauthoritieshaveimproved harm. some children andyoungpeopleatseriousriskof arrangements, andpractices thatpotentially place management, weakperformance management Common concerns includepoorleadershipand inadequacies intheirsafeguarding arrangements. last year. All butoneofthese havesubstantial to beperforming poorly, thesamenumberas Fifteen outof147localauthoritiesare judged are performing wellorexcellently. increase inthenumberofLondon boroughs that local authority. Since lastyearthere hasbeenan perform better, onaverage, thanothertypesof country. However, London boroughs continue to London boroughs –andare spread across the – counties, unitaries, andmetropolitan and excellently represent alllocalauthoritytypes The localauthoritiesjudgedto beperforming excellently hasincreased byeight. number ofauthoritiesjudgedto beperforming in 2011compared with2010.Withinthis,the are judgedto beperforming wellorexcellently oflocalauthorities A slightlyhigherproportion good children’s services. that thelarge majority oflocalauthoritiesprovide The 2011children’s services assessmentsshow 93 However, eveninthe the assessment. professional judgementoftheinspector undertaking the performance profile andtheapplicationof made onafour-point scaleandtakes account ofboth areas oracross thecountry. The annualassessmentis one area to becompared withperformance in similar trends overseveral yearsandallowsperformance in profile for eachlocalauthority, whichindentifies This information forms thebasisofaperformance accountable to thelocalauthority, suchasacademies. providers thatare located withinthearea butare not local authoritiesare directly responsible, aswell of services, settingsandinstitutionsfor which from theinspection andregulation ofthefullrange services hasfocused onbringingtogether thefindings andprivateas withthevoluntary sector. public agencies,suchasthepolice andhealth,aswell However, witharange of theyworkinpartnership children’s services lieswiththelocalauthorities. The mainresponsibility for providing orcommissioning disabled orwhoare inthecare ofalocalauthority. suchasthosewhoare who needadditionalsupport, for allchildren, andspecialistservices for children include universalservices, suchasschools,whichcater children’s services responsibilities inEngland. These services ineachofthe152localauthoritieswith Ofsted to provide anannualassessmentofchildren’s Stage, atKey Stages2and4, and inlevel3attainment trends inperformance intheEarly Years Foundation services assessmenthasmadeuseinstead offour-year discontinued in2010. Therefore the2011children’s local andnationallevel. The NationalIndicator Setwas the performance profile to take account ofchangesat 532. 531. Introduction 2011, Ofsted 11008, 2011. 94. Forinformation further seeChildren’s servicesassessment for 533. Judgement 1 Performs poorly 2 Performs adequately 3 Performs well 4 Performs excellently

Figure 80 Since 2009Ofsted’s assessmentofchildren’s The EducationandInspections Act 2006requires In 2011anumberofrevisions havebeenmadeto Definitions ofannualassessmentjudgements 94 Definition minimum requirements An organisation thatdoesnotmeet minimum requirements An organisation thatmeetsonly minimum requirements An organisation thatexceeds exceeds minimumrequirements An organisation thatsignificantly 155 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s services assessments

at the age of 19.95 Consideration has also been given excellently in 2011 is slightly higher than in 2010. It is to the extent to which gaps in attainment have encouraging that a higher proportion are performing narrowed between particular groups of children and excellently this year compared with last year. young people, such as those who are eligible for free school meals and their peers. Figure 82 2011 annual assessments of local authority children’s services by type of local authority (number of 534. Over the last year, there has been a considerable local authorities) increase in the number of schools, many of them good or better, that have closed and subsequently become All local authorities (147) an academy or converted to academy status, either 28 71 33 15 singly or as part of a federation. To ensure consistency County council (27) in the assessment of each local authority, the most 4 14 4 4 5 recent inspection grades of such schools were taken into consideration, even though they may not appear Unitary authority (54) in the local authority’s published performance profile. 4 30 15 5 A further refinement to the assessment process London borough (31)

concerned places or services commissioned from 14 13 3 1 the private and voluntary social care sectors. Local authorities were asked to provide information about Other city and metropolitan borough councils (35) their placement and commissioning practice for looked 6 14 11 4 after children which ensured that they were assessed Performs Performs Performs Performs on the basis of services that they actually used, excellently well adequately poorly rather than those that happened to fall within their geographical areas.96 536. The local authorities judged to be performing Figure 81 Annual assessment of local authority excellently represent all local authority types and children’s services for 2010 and 2011 (number of local are spread across the country. However, as in 2010, authorities)97 London boroughs continue to perform better, on average, than other types of local authority. This year, 2011 All local authorities (147) 27 of the 31 London boroughs were judged to be 28 71 33 15 performing well or excellently compared with 25 in

2010 All local authorities (152) 2010. 20 78 39 15 537. In the very best local authorities, high numbers of services and settings are good or outstanding and Performs Performs Performs Performs excellently well adequately poorly there are strengths in local safeguarding arrangements and services for looked after children, including the consistency with which the authorities place looked 535. The 2011 data in Figure 81 are based on after children in good or outstanding children’s assessments of 147 of 152 local authorities and will homes. Special schools are almost always good or be subject to further change before the full set of better. Across services and settings, children and 2011 annual assessments is finalised and published. young people are generally supported well to be safe The proportion of local authorities performing well or and achieve their best. As a result, most of them reach educational standards that are at least in line with the national averages for their age, although lower attainment among looked after children remains a widespread concern. Children and young people in 95. Level 3 qualifications are the equivalent of two passes at A level. these local authorities attend secondary schools where behaviour is almost always at least good and absence 96. For example, an authority will not necessarily commission a place for a child from a local, privately run children’s home. rates are generally low. 97. These charts are based on the grades published on 8

The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The November 2011. 156 weak. few oftheselocalauthorities, school sixthforms are with too muchthatisnobetter thansatisfactory. Ina of secondary schoolsandpost-16 education provision, older. Another common weaknessisthemixed quality outcomes for children andyoungpeople as theyget inconsistencies inthequalityofprovision and weakness for adequate authoritiesliesinpersistent are alsomostlygoodorbetter. However, akey children. Pupilreferral unitsandspecialschools good provision isoftenavailablefor theyoungest much thatisonlysatisfactory. Intheseauthorities, typically havelittleprovision thatisinadequate but looked afterchildren. arrangements are mostlygood,asare services for still require improvement. Safeguarding further line childprotection arrangements. However, some identified inunannounced inspectionsoffront- generally succeeded intacklingareas for development groups. are closingbutnotconsistently atallagesandfor all key vulnerable groups andtherest ofthepopulation show steady improvement. Attainment gapsbetween at theagesofseven,11,16and19generally standards matchthoseinsimilarareas andnationally places. Inmostoftheseauthorities,educational private sector andvoluntary where theycommission homes runbythelocalauthorityandin adoption andfostering are good,asare children’s good. For looked afterchildren, arrangements for special schoolsandpupilreferral unitsare mostly and youngpeoplerequiring specialistprovision, people, thisisalmostalwaysreducing. For children and, where there ispoorattendance bysomeyoung have goodoroutstandingstandards ofbehaviour least satisfactory progress. Mostsecondary schools an Ofsted category ofconcern helpsthemto make at for thefew andsecondary primary schoolsthatare in frommore localauthorities variation.Good support and educationalprovision aftertheageof16show schools,secondarylocal authorities,primary schools schools. andprimary nursery Although goodinsome and consistently goodfor children underfivein provision ismostly good for earlyyearsandchildcare 540. 539. 538. Local authoritiesthatare performing adequately Local authoritiesthatare performing wellhave Where localauthorities are performing well, looked afterchildren. in theirsafeguarding arrangements orservices for performing poorlyhavesubstantialinadequacies remains aweakness. authorities, persistent absence from secondary schools attheagesof16and19.Inafewparticularly local educational needsare notclosingquicklyenough, Black andminorityethnicbackgrounds orwithspecial people andthosefrom low-income families,from attainment gapsbetweenthemajorityofyoung different ageranges andgroups ofpupils. The but improvement is notconsistently achievedacross education performance isoftenimproving overall elsewhere. high andstandards ofbehaviourare notasgood are nobetter thansatisfactory, levelsofabsence are them, too manysecondary schoolsandsixthforms looked afterchildren’s services. Inasmallnumber of are notlimited to insafeguarding shortcomings and of harm.However, weaknessesintheseauthorities place somechildren andyoungpeopleatseriousrisk arrangements, andpoorpractices thatpotentially poor performance managementorqualityassurance the leadershipandmanagementoftheseservices, 542. 541. Performs poorlyinpreviousassessment(15) Performs adequatelyinpreviousassessment(39) Performs excellentlyinpreviousassessment(19) Worcestershire. Slough, Staffordshire, Torbay, Waltham Forest, West Sussex and Cornwall, Gloucestershire, Kent, Peterborough, Salford, Sandwell, 98. Birmingham, Calderdale, Cheshire West andChester, authorities) authorities between2010and2011(numberoflocal Performs wellinpreviousassessment(74) All localauthorities(147)

Figure 83 Improved 10 25 As in2010,allofthelocalauthoritiesthatare In localauthoritiesthatperform adequately, 4 11 Changes inoverall effectiveness for local Same 98 These includeweaknessesin 18 59 Declined 115 11 27 5 1 7 1 157 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Children’s services assessments

543. Figure 83 shows how the performance of local 546. Four local authorities were judged to be authorities has changed between 2010 and 2011. performing poorly last year and have improved so Overall, more local authorities improved than declined, that they now perform adequately. In these, good with the large majority sustaining their performance. progress has been made in improving safeguarding However, the pattern of improvement varies for arrangements which, together with education local authorities at different levels of performance. provision that is at least satisfactory, has led to the It is clear that the most successful authorities have higher assessment. sustained their very strong performance. All but one of those judged to be performing excellently last year Figure 84 Changes in annual assessment judgements continue to perform excellently this year. However, the between 2010 and 2011 by type of local authority (number same ability to sustain their performance has not been of local authorities) observed among local authorities previously judged All local authorities (147) to be performing well. Of the authorities that were 25 115 7 performing well last year, two are now assessed as performing adequately and three as performing poorly. County council (27) 3 22 2 In the case of these three, the change of grade is the result of weaknesses in safeguarding arrangements. Unitary authority (54) 8 44 2 544. For a small number of local authorities London borough (31) performing adequately, recent inspections of 8 22 1 safeguarding have also made an important Other city and metropolitan borough councils (35) contribution to their assessment. In these cases, 6 27 2 the identified weaknesses have not been serious or urgent enough to lead to an overall children’s services Improved Same Declined assessment of performing poorly. However, the areas for improvement are significant, with some aspects of the safeguarding services being inadequate, or 547. Figure 84 shows how performance has changed insufficient progress having been made in tackling in different types of local authority between 2010 and weaknesses identified in previous inspections. 2011. The most improvement has been achieved by London boroughs. However, among county councils, 545. Over a quarter of the local authorities previously despite the fact that most authorities have sustained judged to be performing adequately have improved. their performance, almost as many have declined as The local authorities in this group demonstrate clear have improved over the last year. This is a particular and sustained improvement in areas identified as in concern given that the highest proportion of poorly need of development in previous assessments and performing authorities is found among county inspections. Strategies to tackle relative weakness and councils. underperformance are well planned and implemented successfully. The quality of universal services, such as childcare, primary and secondary schools and post-16 education provision, has improved in almost all cases. Some local authorities have also achieved considerable improvement in social care services, such as fostering and adoption, and in safeguarding arrangements. Most importantly, these improvements have been achieved while sustaining the quality of provision elsewhere. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

158 the twogroups. there isnowa19percentage pointdifference between age hasnarrowed bytwopercentage points,sothat olds from low-income familiesandothersofthesame years, where theachievementgapbetweenfive-year- The greatest improvement hasoccurred intheearly have narrowed orwidenedvariesbetweenagegroups. those for 2009/10. The mostrecent dataavailablefor thisexercise were of theircontemporaries attheagesoffive,16and19. and youngpeoplefrom low-income familieswiththat oncomparing theperformanceparticularly ofchildren attainment gapsare narrowing. The analysisfocused detailed analysisto determine theextent to which development. This year, Ofsted hasconducted amore authorities thiswasidentifiedasa key area for further oflocal others ofthesameage.Inoveraquarter circumstances make thempotentially vulnerable, and between children and youngpeoplewhose assessment wasthegapineducationalattainment income familiesandtheirpeers. gap inattainmentbetween16-year-olds from low- authorities assessedwere successful innarrowing the families andtheirpeers. in attainmentbetweenfive-year-olds from low-income year for whichdataare available,innarrowing thegap assessed were successful during2009/10,thelatest point difference. percent Fifty-six oflocalauthorities by onepercentage point,resulting ina28percentage income familiesandtheircontemporaries haswidened the ageof16,where thegapbetweenthosefrom low- statistically significant. between 2008/09 and2009/10. This reduction maynotbe school mealsreaching theexpected levelfor their agereduced for ofchildren their ageandtheproportion noteligible for free children eligiblefor free schoolmealsreaching theexpected level ‘narrowed thegap’ifdifference of betweentheproportion 100. Local authoritiesare counted ashavingsuccessfully and literacy. social andemotionaldevelopment andcommunication, language achieve atleastsixpointsacross eachofthescalesinpersonal scales oftheEarly Years Foundation StageProfile. Theymust this level,children mustachieveatleast78pointsacross the13 reachingthe proportion a‘goodlevelofdevelopment’. To reach 99. The attainmentoffive-year-olds iscalculated onthebasisof 549. 548. performance Gaps ineducational Nationally, theextent to which achievementgaps A recurring weakness identifiedinlastyear’s 99 The leastimprovement hasbeenat 100 However, only43%oflocal attainment gapsateachstage. peers. or youngpeoplefrom low-income familiesandtheir narrowing thegaps inachievementbetweenchildren of deprivationthatare mostlikely to succeed in ranges, itislocalauthorities withmoderate levels but thisdifference isnotsubstantial.For manyage authorities withthelowestlevelsofdeprivation, are more likely to narrow gapsinattainmentthan the authoritieswithhighestlevelsofdeprivation the authoritynarrows gapsinattainment.Ingeneral, of deprivationinalocalauthorityandhowsuccessfully 550. London borough. Of thesesixwere authoritiesandonewasa unitary 11 authoritiesfailedto narrow thegapatanystage. the gapfor atleasttwostages.However, hundred andfourteen authoritiesmanagedto narrow There were nocounty councils inthisgroup. One London boroughs authority. andonewasaunitary 551. the end of Key Stage 4andatlevels 2and3for 19-year-olds. narrowed gapsattheendofEarly Years Foundation Stage, at Lewisham, Barnet, Brent, Harrow, Hounslow andRedbridge all 101. Newcastle, Salford, Sefton, Leeds, Leicester, Lambeth, Only 12authoritiessucceeded innarrowing There isnoclearrelationship betweenthelevel 101 Ofthese,sevenwere 159 www.ofsted.gov.uk/resources/annualreport1011 160 The Annual Report of Her Majesty’s Chief Inspector 2010/11 difficulties and/or disabilities(100232),2011 Progression post-16 for withlearning learners Outstanding children’s homes (100228),March 2011 2011 2007–10 (100042),January Modern languages,achievement andchallenge September 2011 Leadership ofmore thanoneschool(100234), (100231), February 2011 The impactoftheEarly Years Foundation Stage (090223), March 2011 forHistory inEnglishschools2007–10 all:history Having corporate parents2011 (090119),January (090224), February 2011 Geography –learningto make aworldofdifference outstanding schools(100229),May2011 Excellence inEnglish–whatwecan learnfrom 12 2011 prevent young peopleenteringcare (110082),October Edging awayfrom care –howservicessuccessfully (090232), December 2010 Schools NationalSupport Developing leadership: Children on theedgeofcare (100210),2011 April 2011 Children’s servicesassessmentfor 2011(110008), Children’s care monitor 2010(090160),March 2011 April 2011 Best practice insafeguarding incolleges (100239), Alternative provision (100233),June2011 reviews (110080),October 2011 Ages ofconcern: learninglessonsfrom seriouscase (090228), August 2010 Admission anddischarge from secure accommodation referred to inthisreport Ofsted publications Bibliography training (110037),September 2011 Welfare ofcare andduty in Armed Forces initial case reviews (100224), April 2011 The voice ofthechild–learninglessonsfrom serious 2010 Teach Initialteachereducation, First: inspectionreport people andadults(100225), April 2011 Tackling thechallengeoflownumeracy skillsinyoung Successful science 2011 (100034),January (090221), September 2010 reviewThe specialeducational needsanddisability May 2011 School governance: learningfrom thebest(100238), September 2011 Safeguarding inschools:bestpractice (100240), Removing to literacy2011 barriers (090237),January November 2010 Reading bysix–how thebestschoolsdoit(100197), Department forDepartment Education,2011 England, StatisticalFirst Release (SFR28/2011), Early Years Foundation StageProfile Results in MP, 2011 January Government,Graham to HerMajesty’s report Allen Early intervention: The nextsteps–anindependent forDepartment Education,2011 March 2011,StatisticalFirstRelease (SFR21/2011), (including adoption and care – year ending leavers) 31 Children lookedbylocal after authoritiesinEngland 2011 forRelease (SFR20/2011),Department Education, 31 March 2011:EnglandandWales, StatisticalFirst Children accommodated insecure children’s homesat referred to inthisreport Other publications Foundation Years for, Department Education,2011 forDepartment Education, 2011;Families inthe families inthefoundationSupporting years, Alison Wolf, 2011 Review ofvocational education –theWolf, report and Development Agency, 2010 Results, ofthenewlyqualifiedteachersurvey Training Education, 2011 forStatistical FirstRelease (SFR19/2011),Department Pupil absence inschoolsEngland,Spring Term 2011, for(SFR16/2011) Department Education,2011 ending 31March 2011,StatisticalFirstRelease Private fostering arrangements inEngland:year 2010 forRelease (SFR38/2010),Department Education, in England,asat31March 2010,StatisticalFirst Outcomes for children lookedbylocal after authorities forDepartment Education,2011 22011, Brief–Quarter NEET Statistics–Quarterly forDepartment Education,2011 The Munro review of childprotection: final report; forsystems analysis,Department Education,2010 The Munroone:a review of childprotection –part 2008 , Petersettings Smallridgeand Andrew Williamson, Independent review into theuseofrestraint injuvenile forDepartment Education,2010 ofteaching:schoolsWhitePaperThe importance , Buckingham Education andEmploymentResearch, Universityof The Good Teacher Training guide2010,Centre for December 2010 andlife chancesreview, Frank ofpoverty Field, becoming ontheindependent pooradults –thereport The foundation preventing poorchildren years: Clare Tickell, March 2011 Government,Dame Foundation Stageto HerMajesty’s ontheEarly learning –anindependentreport Years The Early Years: Foundation for life healthand Diplomas: the second year(090240),October 2010 (100207), July 2011 Children’s viewsonIndependentReviewing Officers Children onfamily justice (100206),February 2011 Children inServicefamilies (100227),May2011 Before care (090118),November2010 people’s services(110043), August 2011 An evaluationofapproaches to commissioning young by Ofsted 2010/2011 published Other reports agencies-and-fostering-services-dataset-200910 http://www.ofsted.gov.uk/resources/fostering- agencies-and-fostering-services-dataset-201011 http://www.ofsted.gov.uk/resources/fostering- Fostering care dataset Pre-inspection data statistics-childrens-social-care-providers-and-places http://www.ofsted.gov.uk/resources/official- Social care 2008-onwards childcare-providers-and-places-england-december- http://www.ofsted.gov.uk/resources/registered- Childcare Providers andplaces publications Ofsted’s statistical Younger children’s views(100094), April 2011 training (100003),September 2010 Welfare ofcare andduty in Armed Forces initial (100237),June2011 Partnerships School Sport Messages for Munro (100243),June2011 technology inschools2007–10(100121),March 2011 Meeting technological challenges?Designand London Challenge(100192),December 2010 (100087), October 2010 Learning lessonsfrom seriouscase reviews 2009–2010 vocational areas (090225),October 2010 from ofapprenticeships providers inunderperforming Learning from thebest:examplesofbestpractice November 2010 inChildren’s through partnership Trusts (090234), Improving outcomes for children andyoungpeople (100226), April 2011 The impactofthe‘Assessing pupils’progress’ initiative education andtraining (090227),October 2010 Good practice inwork-related ininvolvingemployers Girls’ career aspirations (090239), April 2011 September 2010 Finnish pupils’success inmathematics(100105), August 2011 Family justice review: thechildren’s verdict (110066), (100086), June2011 Economics, business andenterpriseeducation 161 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Bibliography

Inspections and outcomes Independent schools, including regulation compliance http://www.ofsted.gov.uk/resources/official- Early years and childcare, including actions and statistics-independent-school-inspections-and- recommendations outcomes-including-regulation-compliance http://www.ofsted.gov.uk/resources/early-years- Learning and skills registered-providers-inspections-outcomes http://www.ofsted.gov.uk/resources/official- http://www.ofsted.gov.uk/resources/official- statistics-learning-and-skills-inspections-and- statistics-early-years-and-childcare-registered- outcomes providers-inspections-and-outcomes Children’s social care Children’s centres http://www.ofsted.gov.uk/resources/official- http://www.ofsted.gov.uk/resources/official- statistics-childrens-social-care-inspections-and- statistics-childrens-centres-inspections-and-outcomes outcomes Maintained schools, including schools causing concern Local authority children’s services http://www.ofsted.gov.uk/resources/inspection- http://www.ofsted.gov.uk/resources/official- judgements-200910-for-maintained-schools statistics-local-authority-childrens-services- inspections-and-outcomes http://www.ofsted.gov.uk/resources/inspection- judgements-201011-for-maintained-schools-autumn- Serious case review evaluations: April 2007 onwards and-spring-terms http://www.ofsted.gov.uk/resources/serious-case- review-evaluations-april-2007-onwards http://www.ofsted.gov.uk/resources/data-schools- causing-concern-autumn-term-2010 http://www.ofsted.gov.uk/resources/data-schools- causing-concern-spring-term-2011 The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

162 Annex 1.Definitions Annexes Type ofinspection arrangements Contact, referral andassessment services Safeguarding andlooked afterchildren Service (Cafcass)Support Children andFamily Court and Advisory Children’s centres Children’s homes Children’s socialcare Initial teacher education Step) learning, adultandcommunity learning,Next independent specialistcolleges, work-based education colleges, sixthform colleges, Post-16 educationandtraining (further Independent schools Maintained schools Childcare Register Compliance withtherequirements ofthe Provision ontheEarly Years Register

Table 1 Inspection frameworks Inspection frameworks Framework arrangements contact, referral andassessment Framework for theinspection of the inspectionofchildren’s services ChildMatters:Every framework for (revised April 2011) Service (Cafcass)and Support 2009 Children andFamily Court Advisory Framework for theinspectionof Inspection ofchildren’s centres regulation ofchildren’s homes Framework for theinspectionand care provision by Ofsted for inspectionsofsocial Care Inspectionframework, adapted change istheCommissionfor Social Inspecting for lives–delivering better initial teacher education2008–11 Framework for theinspectionof educationandskills2009 further Common InspectionFramework for independent schools education innon-association The framework for inspecting The framework for schoolinspection Register the requirements oftheChildcare Inspection ofcompliance with provision Foundation Stageinregistered Inspection oftheEarly Years Effective since 2010) July 2009(revised September 2010) April 2009(revised October April 2009(revised April 2011) 30 April 2010 April 2011 April 2007 September 2008 September 2009 September 2005 September 2009 Childcare Register ofthe on thecompulsory part September 2008for providers Register oftheChildcare part voluntary April 2007for providers onthe September 2008 Legislation Inspections Act 2006 Section 136ofthe Educationand 2004 Sections 20–24oftheChildren Act and Inspections Act 2006 Sections 143–145oftheEducation 104(2) oftheChildcare Act 2006 Sections 98A(1),98B(3)and(4), 2000 Section 22oftheCare Standards Act Inspections Act 2006 147 and148oftheEducation Standards Act 2000.Sections146, Sections 31,45and105oftheCare Act 1989. Sections 80and87oftheChildren Act 2006 The EducationandInspections Inspections Act 2006 Section 123oftheEducationand Education Act 2005 as amendedbyschedule8ofthe Section 162AoftheEducation Act Section 5oftheEducation Act 2005 Childcare Act 2006 Sections 60,61and77(2)(b)ofthe Act 2006 Sections 49and50oftheChildcare 163 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Table 2 Children’s social care::frequency of Ofsted inspection

Type of provision Ofsted’s role Frequency of inspection

Children’s homes Regulates and inspects At least twice a year

Secure training centres Inspects At least twice a year

Local authority fostering services Inspects At least once every three years

Independent fostering agencies Regulates and inspects At least once every three years

Private fostering arrangements Inspects Sample at request of DfE

Local authority adoption services Inspects At least once every three years

Voluntary adoption agencies Regulates and inspects At least once every three years

Adoption support agencies Regulates and inspects At least once every three years

Boarding schools Inspects At least once every three years

Residential special schools Inspects At least once a year

Residential family centres Regulates and inspects At least once every three years

Further education colleges that provide or arrange Inspects At least once every three years accommodation for one or more students under 18

Use of proportions in this report Table 3 Expressions of proportions in words

Proportion Description In this report proportions are described in different ways. If sample sizes are small – generally fewer than 97–100% Vast/overwhelming majority or almost all 100 – scale is usually expressed using actual numbers 80–96% Very large majority, most of institutions to which particular judgements apply. 65–79% Large majority

Proportions, which are used when sample sizes are 51–64% Majority large, are expressed in a number of ways: percentages, 35–49% Minority common fractions and general descriptions such as ’majority’, ‘minority’ or ’most’. Where general 20–34% Small minority descriptions are used, they relate broadly to 4–19% Very small minority, few

percentages as shown in Table 3. 0–3% Almost none, very few The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

164 to: school (rather than asolelyindividualissue)relating complaint mustgive riseto widerconcerns aboutthe complaints madeby anyperson. To qualify, a powers to consider whetherto investigate certain The Education Act 2005,asamended,givesOfsted complaints aboutschools Ofsted’s powersto investigate Ofsted’s website: www.ofsted.gov.uk. make a complaint about a schoolcanbefound on More detailedinformation for anyonewhowishesto Ofsted isnotinapositionto: Ofsted’s remit doesnotincludecomplaints about:

resolve adispute. mediate betweenaparent orcarer andaschoolto to acomplaint judge howwellaschoolinvestigated orresponded pattern thatgiveriseto concerns aboutaschool taken place, except where ofa they are part investigate incidentsthatare allegedto have the school. religious educationorthereligious character of temporary exceptions to thecurriculum individual specialeducationalneeds exclusions ofindividualpupils admissions policy cohesion. the contribution madebytheschoolto community being ofthosepupils the contribution madebytheschoolto thewell- development ofthepupilsatschool the spiritual,moral, socialandcultural managed effectively resources madeavailableto theschoolare of theschool,includingwhetherfinancial the qualityofleadershipinandmanagement the educationalstandards achievedintheschool school meets theneedsofrange ofpupilsatthe how fartheeducationprovided intheschool the qualityofeducationprovided intheschool and thenreferred to theLADO. issue hasbeenidentifiedandthe complaint referred to CIE for evaluation 4. This isthetotal numberofcomplaints where apotential safeguarding of helpandadvice. the caseOfsted triesto refer thecomplainant to more appropriate sources and whetheritappearsto affect theschoolasawhole.Where thisisnot to seewhetheritraises anissuethatfallswithinthequalifyingconditions, 3. Oneofthefirststeps thatOfsted takes witha complaint is to analyseit public’s bestinterest to doso. taken to refer themto therelevant statutory agencywhenitisinthe 2. Ifseriousconcerns raised to Ofsted sitoutsideofourremit, actionis and 31 August 2011. 1. Written complaints received and‘closed’between1September 2010 by Ofsted between1September 2010and31 August 2011 Description the evidence basefor theirnextscheduledinspections Number ofcomplaints of aboutschoolsretained aspart the school significant enough to warrant animmediate inspectionof Number ofqualifyingcomplaints thatraised concerns of theschool significant enough to bring forward asection5inspection Number ofqualifyingcomplaints thatraised concerns Total numberofinvestigationsconducted which hasbeencompleted byOfsted Total numberofqualifyingcomplaints thehandlingof investigation underOfsted’s powers Number ofcomplaints thatqualified for further services andthepolice were followed upbyliaisingasappropriate withsocial Number ofcomplaints thatraised safeguarding issuesand complaints route wasapproved Number ofcomplaints for whichawaiverofthelocal advice to thecomplainant provided detailsofmore appropriate sources ofhelpor Number ofcomplaints considered andwhichOfsted referred thecomplaint to anotheragencyto consider Number ofcomplaints considered andwhichOfsted been completed byOfsted Total numberofcomplaints thehandlingofwhichhas Total numberofwritten complaints received

Table 4 Number ofcomplaints received andhandled 4 3 1 2 complaints Number of 2,531 2,727 2,727 603 137 161 161 35 53 16 3 0 165 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Annex 2. Inspection evidence

Table 5 Number of inspections between 1 September 2010 and 31 August 2011

Number of inspections 2010/11 Early years registered provision1 Childminders 12,106 Childcare on non-domestic premises 7,707 Childcare on domestic premises 43 Total 19,856 Maintained schools and pupil referral units2 Nursery schools 126 Primary schools 4,246 Primary academy converters 4 Secondary schools 823 Secondary academy converters 7 Sponsor-led academies 64 Special schools 328 Pupil referral units 129 Total 5,727 Non-association independent schools Section 162A inspections 3 314 School registration visits 123 Material change visits 34

Emergency visits and follow-up visits4 156 Total 627 Colleges of further education General further education, tertiary and specialist further education colleges 63 Sixth form colleges 10 Independent specialist colleges 11 Total 84 Adult learning Adult and community learning providers 45 Independent learning providers 167 Employer 16 Total 228 Children’s social care5 Children’s homes excluding secure children’s homes (old framework)6 2,730

Children's homes excluding secure children’s homes (new inspection framework)6 751 Local authority fostering services 34 Independent fostering agencies 68 Private fostering services 6 The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

166 Armed Forces training Initial teacher education Serious casereview evaluations Annual performance assessmentofchildren’s services inlocalauthorities Other inspections Total Immigration removal centres Probation offender management Young offender institutionsaccommodating youngpeopleaged15–17 Prisons (adultandyoungoffender) Offender learningandskills Total Secure training centres Secure children’s homes Education andtraining for children andyoung peopleinsecure settings Total Secure training centres Secure children’s homes Residential specialschools Residential familycentres agencies Adoption support Voluntary adoptionagencies Local authorityadoptionservices Care for children andyoung peopleinsecure settings Total (Cafcass) to children andfamilies Inspection ofservice provision bytheChildren andFamily Service Court andSupport Advisory Looked afterchildren Safeguarding Contact, referrals andassessmentinspections educationcolleges (careFurther only) Boarding schools(care only) Total inspectionactivity Total Children's centres Dance anddrama colleges 9 7 9 8 8 Number ofinspections2010/11 31,939 4,241 1,076 103 152 133 154 140 710 39 10 41 90 11 24 32 24 20 14 54 46 47 12 11 10 1 3 4 6 9 8 167 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

1. Early years registered inspections include inspections of providers active at 31 August 2011, multiple inspections of the same provider, and inspections for providers who have since resigned from the register or who Ofsted have cancelled or suspended. Excludes inspections of providers on the childcare register only, and inspections where no children were on roll. 2. This year Ofsted also conducted 145 pilot inspections to test the new inspection framework for January 2012. The overall effectiveness outcome is included in data for this academic year. All other sub-judgements are excluded. 3. These are full or light touch inspections of independent schools carried out under the section 162A framework. 4. Emergency visits cover announced and unannounced visits. 5. Data include all social care inspections undertaken in the year, including inspections of providers no longer active at the end of the year. 6. Children’s homes are inspected twice in a year and figures include interim inspections. 7. Data include residential special schools reinspected in the year. 8. Secure children’s homes and secure training centres are inspected twice in a year. 9. Figures exclude partial re-inspections and inspections for which the report was not published by the time of writing. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

168 3. Figures are rounded anddonotaddexactlyto 100. 2. Datarelate to themostrecent inspectionofproviders activeat31 August 2011. 1. Datainclude41providers ofchildcare ondomesticpremises. 2. Figures are rounded anddonotaddexactlyto 100. 1. Datarelate to themostrecent inspectionofproviders activeat31 August 2011. Annex 3.Otheranalyses Skills for thefuture Making apositivecontribution Enjoying andachieving Adopting ahealthylifestyle Feeling safe Outcomes for children intheEYFS Skills for thefuture Making apositivecontribution Enjoying andachieving Adopting ahealthylifestyle Feeling safe Outcomes for children intheEYFS Quality ofprovision intheEYFS Leadership andmanagement Overall effectiveness Quality ofprovision intheEYFS Aspects ofchildcare Aspects ofchildcare Leadership andmanagement Overall effectiveness

Table 7. Table 6 Early yearsregistered provision Childminding inspected of providers Total number inspected of providers Total number 11,875 19,323 19,323 19,323 19,323 11,875 11,875 11,875 11,875 11,875 11,875 11,875 11,875 19,323 19,323 19,323 19,323 19,323 1,2,3 1, 2 Percentage ofproviders Percentage ofproviders Outstanding Outstanding 11 12 13 15 15 15 15 12 11 11 15 18 17 17 17 13 13 13 Good Good 60 62 59 61 60 63 61 61 61 60 61 62 61 63 61 63 62 62 Satisfactory Satisfactory 26 23 26 23 24 21 22 25 26 27 23 20 21 19 20 22 23 23 Inadequate Inadequate 3 1 1 1 1 2 2 2 3 3 1 1 1 1 2 2 2 3 169 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Table 8 Childcare on non-domestic premises

Total number Percentage of providers of providers inspected1, 2

Aspects of childcare Outstanding Good Satisfactory Inadequate

Overall effectiveness 7,407 15 65 18 3

Leadership and management 7,407 15 64 18 3

Quality of provision in the EYFS 7,407 15 65 17 2

Outcomes for children in the EYFS 7,407 16 65 17 2

Feeling safe 7,407 20 62 15 2

Adopting a healthy lifestyle 7,407 21 64 14 1

Enjoying and achieving 7,407 19 63 17 1

Making a positive contribution 7,407 23 62 14 1

Skills for the future 7,407 18 63 18 1

1. Data relate to the most recent inspection of providers active at 31 August 2011. 2. Figures are rounded and do not add exactly to 100.

Table 9 Primary schools

Total number Percentage of schools of schools inspected1

Aspects of the school Outstanding Good Satisfactory Inadequate

Overall effectiveness2, 3

Overall effectiveness: how good is the school? 4,250 8 47 40 5

Outcomes for individuals and groups of pupils 4,160 10 45 40 5

The school’s capacity for sustained improvement 4,160 8 55 34 3

Outcomes: how well are pupils doing taking account of any variation?

Pupils’ achievement and the extent to which they enjoy their 4,160 5 51 40 4 learning

Pupils’ attainment4 4,160 6 25 58 11

The quality of pupils’ learning and their progress 4,160 5 51 40 4

The quality of learning for pupils with special educational 4,160 6 55 36 3 needs and/or disabilities and their progress

The extent to which pupils feel safe 4,160 26 68 6 0

Pupils’ behaviour 4,160 18 72 10 0

The extent to which pupils adopt healthy lifestyles 4,160 22 71 7 0

The extent to which pupils contribute to the school and 4,160 19 64 17 0 wider community

The extent to which pupils develop workplace and other 4,160 6 42 48 4 skills that will contribute to their future economic well-being The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

170 4. The judgementsfor pupils’ attainmentandattendance are high,above average, average andlow. 3. Figures includefour academyconverter primary inspections. effectiveness outcome isincludedindata for thisacademicyear. All othersub-judgements are excluded. 2. This yearOfsted alsoconducted 90pilot inspectionsto test thenewinspectionframework for 2012for January schools. primary The overall 1. Figures are rounded anddonotalwaysaddexactlyto 100. The effectiveness oftheboarding provision Overall effectiveness: howeffective istheboarding provision? Years Foundation Stage The effectiveness ofleadershipandmanagementtheEarly The qualityofprovision intheEarly Years Foundation Stage Outcomes for children intheEarly Years Foundation Stage Overall effectiveness oftheEarly Years Foundation Stage How effective istheEarly Years Foundation Stage? achieve valuefor money The effectiveness withwhichtheschooldeploysresources to community cohesion The effectiveness withwhichtheschoolpromotes The effectiveness ofsafeguarding procedures opportunity andtacklesdiscrimination opportunity The effectiveness withwhichtheschoolpromotes equal well-being The effectiveness inpromoting learningand ofpartnerships and carers The effectiveness oftheschool’sengagementwithparents decisively andstatutory responsibilities met theschoolsothatweaknessesare tackled and supporting The effectiveness ofthegoverningbodyinchallenging The leadershipandmanagementofteaching andlearning embedding ambitionanddrivingimprovement The effectiveness ofleadershipandmanagementin How effective are leadershipandmanagement? The effectiveness ofcare, guidance andsupport including, where relevant, through partnerships The extent to whichthecurriculummeetspupils’needs, The useofassessmenttolearning support The qualityofteaching How effective istheprovision? development The extent ofpupils’spiritual,moral, socialandcultural Pupils’ attendance Aspects oftheschool 4 inspected of schools Total number 3,754 3,754 3,754 3,754 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 0 1 Percentage ofschools Outstanding 10 11 10 19 18 10 30 14 13 0 9 7 9 9 6 6 8 9 5 4 Good 66 67 62 66 46 49 67 52 64 64 49 54 54 59 55 49 53 69 36 0 Satisfactory 24 24 21 25 40 44 22 34 17 18 42 35 33 34 43 39 17 44 0 9 Inadequate 0 1 0 0 1 5 1 1 3 1 0 3 3 3 1 2 4 3 0 7 171 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Table 10 Secondary schools

Total number Percentage of schools of schools inspected1

Aspects of the school Outstanding Good Satisfactory Inadequate

Overall effectiveness2, 3

Overall effectiveness: how good is the school? 894 14 38 40 8

Outcomes for individuals and groups of pupils 859 14 37 40 8

The school’s capacity for sustained improvement 859 15 55 27 4

Outcomes: how well are pupils doing taking account of any variation?

Pupils’ achievement and the extent to which they enjoy their 859 7 48 40 6 learning

Pupils’ attainment4, 5 858 11 22 45 22

The quality of pupils’ learning and their progress 859 7 48 40 6

The quality of learning for pupils with special educational 859 8 49 38 5 needs and/or disabilities and their progress

The extent to which pupils feel safe 859 31 59 9 0

Pupils’ behaviour 859 12 64 22 2

The extent to which pupils adopt healthy lifestyles 859 15 66 19 0

The extent to which pupils contribute to the school and wider 859 30 54 17 0 community

The extent to which pupils develop workplace and other skills 859 15 44 38 4 that will contribute to their future economic well-being

Pupils’ attendance4 859 21 38 33 8

The extent of pupils’ spiritual, moral, social and cultural 859 19 58 23 0 development

How effective is the provision?

The quality of teaching 859 3 51 42 3

The use of assessment to support learning 859 3 38 54 5

The extent to which the curriculum meets pupils’ needs, 859 18 58 23 1 including, where relevant, through partnerships

The effectiveness of care, guidance and support 859 36 52 10 2

How effective are leadership and management?

The effectiveness of leadership and management in 859 18 53 25 4 embedding ambition and driving improvement

The leadership and management of teaching and learning 859 13 52 32 4

The effectiveness of the governing body in challenging 859 14 50 32 4 and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

The effectiveness of the school’s engagement with parents 859 13 58 29 1 and carers

The effectiveness of partnerships in promoting learning and 859 27 56 16 0 well-being The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

172 leadership andmanagementofthesixthform. Inoneofthesenojudgementwasmadefor thequalityofprovision inthesixthform. 6. Intwosecondary schoolswithasixthform inspected in2010/11nojudgementwasmadefor theoutcomes for studentsinthesixthform orthe 5. Inonesecondary schoolinspected in2010/11,nojudgementwasmadefor pupils’attainment. 4. The judgementsfor pupils’attainmentandattendance are high,aboveaverage, average andlow. 3. Figures includesevensecondary academyconverter and64sponsor-led academyinspections. effectiveness outcome isincludedindatafor thisacademicyear. All othersub-judgementsare excluded. 2. This yearOfsted alsoconducted 35pilotinspectionsto test thenewinspectionframework for 2012for January secondary schools. The overall 1. Figures are rounded anddonotalwaysaddexactlyto 100. Overall effectiveness ofthesixthform opportunity andtacklesdiscrimination opportunity The effectiveness withwhichtheschoolpromotes equal Aspects oftheschool Outcomes for studentsinthesixthform The effectiveness ofsafeguarding procedures The qualityofprovision inthesixthform cohesion The effectiveness withwhichtheschoolpromotes community Leadership andmanagementofthesixthform achieve valuefor money The effectiveness withwhichtheschooldeploysresources to Overall effectiveness oftheEarly Years Foundation Stage How effective istheEarly Years Foundation Stage? How effective isthesixthform? Outcomes for children intheEarly Years Foundation Stage The qualityofprovision intheEarly Years Foundation Stage Years Foundation Stage The effectiveness ofleadershipandmanagementtheEarly The effectiveness oftheboarding provision Overall effectiveness: howeffective istheboarding provision? 6 inspected of schools Total number 465 859 463 859 464 859 463 859 27 27 27 27 0 1 Percentage ofschools Outstanding 17 10 19 16 11 14 37 30 41 9 9 1 0 Good 40 53 39 62 46 48 45 38 48 56 48 2 0 Satisfactory 49 27 49 19 44 35 41 40 15 15 11 0 0 Inadequate 2 3 2 1 2 1 2 8 0 0 0 0 0 173 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Table 11 Special schools

Total number Percentage of of schools schools inspected1

Aspects of the school Outstanding Good Satisfactory Inadequate

Overall effectiveness2

Overall effectiveness: how good is the school? 328 28 48 20 4

Outcomes for individuals and groups of pupils 317 29 47 20 4

The school’s capacity for sustained improvement 317 27 52 17 3

Outcomes: how well are pupils doing taking account of any variation?

Pupils’ achievement and the extent to which they enjoy their 317 18 59 20 3 learning

Pupils’ attainment3, 4 91 0 1 29 70

The quality of pupils’ learning and their progress 317 18 59 20 3

The quality of learning for pupils with special educational 317 18 59 20 3 needs and/or disabilities and their progress

The extent to which pupils feel safe 317 53 38 9 0

Pupils’ behaviour 317 41 47 11 1

The extent to which pupils adopt healthy lifestyles 317 48 44 9 0

The extent to which pupils contribute to the school and wider 317 38 48 13 0 community

The extent to which pupils develop workplace and other skills 317 20 57 21 3 that will contribute to their future economic well-being

Pupils’ attendance4 317 9 37 41 13

The extent of pupils’ spiritual, moral, social and cultural 317 39 49 12 0 development

How effective is the provision?

The quality of teaching 317 15 60 22 2

The use of assessment to support learning 317 15 55 27 3

The extent to which the curriculum meets pupils’ needs, 317 34 48 17 2 including, where relevant, through partnerships

The effectiveness of care, guidance and support 317 63 28 7 2

How effective are leadership and management?

The effectiveness of leadership and management in 317 32 50 15 3 embedding ambition and driving improvement

The leadership and management of teaching and learning 317 21 57 19 3

The effectiveness of the governing body in challenging 317 14 57 24 5 and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

The effectiveness of the school’s engagement with parents 317 45 44 10 0 and carers

The effectiveness of partnerships in promoting learning and 317 57 34 9 0 well-being The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

174 4. The judgementsfor pupils’attainmentandattendance are high,aboveaverage, average andlow. 3. In226specialschoolsinspected in2010/11,nojudgementwasmadefor pupils’attainment. effectiveness outcome isincludedindatafor thisacademicyear. All othersub-judgementsare excluded. 2. This yearOfsted alsoconducted 11pilotinspectionsto test thenewinspectionframework for 2012for January specialschools. The overall 1. Figures are rounded anddonotalwaysaddexactlyto 100. The effectiveness oftheboarding provision Overall effectiveness: howeffective istheboarding provision? Years Foundation Stage The effectiveness ofleadershipandmanagementtheEarly The qualityofprovision intheEarly Years Foundation Stage Outcomes for children intheEarly Years Foundation Stage Overall effectiveness oftheEarly Years Foundation Stage How effective istheEarly Years Foundation Stage? Leadership andmanagementofthesixthform The qualityofprovision inthesixthform Outcomes for studentsinthesixthform Overall effectiveness ofthesixthform How effective isthesixthform? achieve valuefor money The effectiveness withwhichtheschooldeploysresources to cohesion The effectiveness withwhichtheschoolpromotes community The effectiveness ofsafeguarding procedures andtacklesdiscrimination opportunity The effectiveness withwhichtheschoolpromotes equal Aspects oftheschool 4 inspected of schools Total number 140 140 140 150 150 150 150 317 317 317 317 140 46 1 schools Percentage of Outstanding 37 34 33 34 36 35 33 33 28 19 38 37 15 Good 48 53 54 54 45 47 48 48 48 52 48 44 24 Satisfactory 11 11 12 11 18 17 17 17 21 28 12 17 5 Inadequate 4 1 1 1 1 1 1 1 3 2 2 3 0 175 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Annex 4. Glossary

This list is not intended to be exhaustive but rather to provide definitions or explanations of some of the key terms that are used in the Annual Report and which may be unfamiliar to readers.

Term Definition or explanation

Income Deprivation Affecting This is an index of multiple deprivation calculated by the Department for Communities and Local Government. The Children Index (IDACI) index shows the percentage of children in each lower super output area who live in families that are income deprived (that is, receiving Income Support, Income-based Jobseeker’s Allowance, Working Families’ Tax Credit or Disabled Person’s Tax Credit below a given threshold).

Inspection and regulation Ofsted regulates and inspects social care, early years and childcare provision. Regulation is for those providers registered by Ofsted. It has four aspects: –– registration, for which applicants meet the requirements for registration –– inspection includes judgements about the quality of provision as well as a check of continued compliance with requirements for registration (other than inspections of those on the Childcare Register, where Ofsted checks only compliance with requirements) –– investigation of any information that suggests non-compliance with requirements for registration –– enforcement, whereby Ofsted takes legal action to bring about compliance with requirements for registration; or against those who operate without registration. Those providers who are not required to register with Ofsted may be subject to inspection. Inspection involves visiting a provision at regular intervals, usually set out in law, to check the quality of what is provided.

Childcare and early years

Early learning goals The knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five.

Early Years Foundation Stage New registration and inspection arrangements against the Early Years Foundation Stage started on 1 September 2008. This single framework sets the standards for care, learning and development for children from birth to 31 August following their fifth birthday.

Sure Start Children’s Centres These provide a range of services for children and their families from pregnancy through to when a child goes to school. Children’s centres provide families with, or make arrangements for them to have access to: early learning and childcare; family support; health services; support into employment; other specialist services.

Maintained schools

Categories of concern There are two Ofsted categories of concern: (1) a school is made subject to special measures if it is failing to give its pupils an acceptable standard of education and if the persons responsible for leading, governing or managing the school are not demonstrating the capacity to secure the necessary improvement; (2) a school is given a notice to improve if it is judged through inspection to be: a) failing to provide an acceptable standard of education but demonstrating the capacity to improve, or b) not failing to provide an acceptable standard of education but performing significantly less well than it might in all the circumstances reasonably be expected to perform.

Interim assessment From September 2009 Ofsted has varied the frequency of schools’ inspections. We now inspect most schools judged good or outstanding at their previous inspection at approximately five-year intervals unless we identify any concerns. To help decide whether we could wait longer than three years before undertaking a full inspection of a good or outstanding school, Her Majesty’s Inspectors consider various sources of information about the school’s performance. This is called an interim assessment.

Key stages These are the five stages of the maintained school curriculum between the ages of three and 16 years: Early Years Foundation Stage: from birth to 31 August following a child’s fifth birthday Key Stage 1: 5–7 years Key Stage 2: 7–11 years Key Stage 3: 11–14 years Key Stage 4: 14–16 years. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

176 Term Train to Gain Specialist designated institutions Sector subjectareas Learning andskillsinprisons Apprenticeships Adult andcommunity learning Learning andskills qualification levels Explanation ofnational National qualificationlevels Warning notice Persistent absence Definition orexplanation appropriate training providers. trainingundertake towards one.Skillsbrokers workwithemployers to identifytheirtraining needsandlink themwith The Train to Gaininitiative enablesemployersto access free training for employeeswithoutalevel2qualification to 28. They were founded asphilanthropic institutions,mostlyinthe19thcentury, to helpthedisadvantagedinsociety. andHigherEducation Specialist designated institutionshaveeducationalstatusundertheFurther Act 1992, clause subject area. retailing. Inproviders thatoffer second-tier subjects,thearea for inspectionmaybeatthatlevelandnotthewhole seven, retail andcommercial enterprise, covers warehousing, hospitality, hairdressing andbeautytherapy, aswell Regulation (Ofqual). Mostsubjectareas haveanumberofsecondary subjectareas ortiers.For example,subjectarea Sector subjectareas are 15groups ofsubjectsasclassifiedbytheOffice ofQualificationsandExaminations prison learningandskillsare alsoplaced ontheOfsted website. published byHMIPrisonsandProbation, andcanbefound oneachinspectorate's website. Separate for reports of work-basedlearningproviders andcolleges. Prisonandprobation inspectionfindings ofthe reports form part people. Learning andskillsprovision inthecommunity settingswithHMIProbation are inspected across arange evaluate thequalityoflearningandskillsinprisons,includingyoungoffender institutionsandsecure unitsfor young with HMIPrisonsandProbation.Ofsted judicialservice Ofsted undertakes inspectionsinpartnership HMI accessed via Train to Gain. generally lastthree yearsandprovide aqualificationatlevel3.Where appropriate, apprenticeships canalsobe Apprenticeships, whichlastapproximately twoyears,equate to alevel2qualification; Advanced Apprenticeships a framework whichincludespractical training, worktowards technical certificates and key skillstraining. Apprenticeships are work-basedlearningprogrammes for youngpeoplebelowtheageof25.Learners complete community cohesion andthecontribution thatlocalpeoplemake to theirneighbourhoods. and CommunityDevelopmentLearning’; andprogrammes andprojects thatspecificallytarget improvements in leading to qualifications,especiallythosethat contribute to level2qualificationtargets; provision for ‘Personal for inlearningfor thosewhohavenotparticipated someyearsandwhere progression aim;courses isaprimary interests ofawiderange ofcommunities andthedifferent groups withinthem.Provision includes‘FirstStep’ courses educationcolleges, isdiverseincharacterestablishments andbysomefurther andaimsto meettheneedsand Adult andcommunity learning,provided bycouncils, andcommunity thevoluntary sector, specialistadulteducation advanced levelqualifications. and GuildsDiplomaof Vocational Educationatnationallevel),advanced VCEs, GCE A, A2 and levelsandother AS Level 3includeslevelNVQs, advanced GNVQs andprecursors (BTEC nationalcertificate ornationaldiploma,City Guilds Diplomaof Vocational Educationatintermediate level),GCSEsandotherintermediate levelqualifications. Level 2includeslevelNVQs, intermediate GNVQs andprecursors (BTEC first orfirstdiploma,Cityand certificate foundation orpre-foundation qualifications. Level level),suchasNVQs, 1includesqualificationsatleveland‘E’(entry foundation GNVQs andother to dosowithinthetime,butitwillinvolvepositivesteps towards thesolution. warning notice. Suchcompliance maynotinvolvefullrectification oftheproblem, since itwillnotalwaysbepractical it willbereissued. Once thewarningnotice hasbeenconfirmed, theschoolhas15workingdays to comply withthe decide whetherto accept orreject theappeal.Ifappealisupheldwarningnotice willberescinded; otherwise to address theseconcerns. The schoolmaymake representations aboutthewarningnotice to Ofsted. Ofsted will should onlybeusedwhere there isevidence to justifyboththelocalauthority’sconcerns andtheschool’sreluctance A warningnotice maybeissuedbyalocalauthorityto aschoolaboutwhichithasseriousconcerns. Warning notices Identified nationallyasabsence ofmore than20%. 177 www.ofsted.gov.uk/resources/annualreport1011 ANNUAL REPORT 2010/11 Annexes

Term Definition or explanation

Social care

Adoption support agencies Adoption support agencies help adoption agencies in preparing and training adoptive parents. They also assist adoptees who have reached the age of 18 and would like to contact their original parents.

Cafcass The Children and Family Court Advisory and Support Service (Cafcass) provides advice to the family courts and provides support and advice to children and families involved in family court proceedings.

Children’s home Children's homes provide care and accommodation mainly for children and young people under the age of 18 where they are not able to continue living with one or more parents and the local authority agrees this is the best thing for the child.

Common Assessment Framework The Common Assessment Framework is a standardised approach to conducting assessments of children’s additional needs and deciding how these should be met.

Fostering services Fostering services find and recruit adults who want to become foster carers and then support them to look after children. Fostering services can be provided by an independent fostering agency or by the local authority.

Independent fostering agency An independent fostering agency is a voluntary or private organisation that places children with foster carers. Independent fostering agencies recruit, assess, approve, train, supervise, support and review foster parents who care for children looked after by local authorities.

Local authority adoption agencies Local authority adoption agencies decide whether being adopted is the best thing for a child, finds the right family for them and makes all the necessary arrangements.

Local authority private fostering Privately fostered children can be up to 15 years old; they are placed with an appropriate adult for 28 days or more but are not looked after by the local authority. Parents and carers must tell the local authority when this happens so that the local authority can check the child is safe and support the private foster carer to meet the child’s needs.

Residential family centres Residential family centres give somewhere to stay for a short time to children with their parents. During the stay the centre assesses the parents' ability to look after their children's needs.

Residential special school This is a school for students with special educational needs where they can also live.

Secure training centre A secure training centre provides education, training and physical education for young people aged 10 to 17 who have been in trouble with the police and who have to stay in a secure place whilst they wait for their punishment to be decided or who are serving their punishment.

Special guardianship orders A special Guardianship Order (SGO) is an order appointing one or more individuals to be a child’s ‘Special Guardian’ and gives those individuals parental responsibility for the child until the child is 18 years old. SGOs are made under the Children Act 1989 and are intended for those children who cannot live with their birth parents and who would benefit from a legally secure placement. It is less permanent than an Adoption Order because it does not sever the legal relationship between the child and her/his birth parents.

Virtual headteacher A virtual headteacher is someone appointed by a local authority to promote the educational achievement of all the children looked after by that authority. These children may attend schools in that local authority or schools in other local authorities.

Voluntary adoption agencies Voluntary adoption agencies recruit adopters for a wide range of children and young people who need families, regardless of which local authority is responsible for the child or young person, and children from any local authority in the UK can be placed with adopters approved by them. The Annual Report of Her Majesty’s Chief Inspector 2010/11 Annual Report of Her Majesty’s Chief Inspector The

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