SEAL and Ofsted

This document provides a summary of what Ofsted are looking for when making judgements about the effectiveness of a school, and contribution which SEAL can make in relation to these judgements.

Summary

There are five good Ofsted-related reasons for implementing SEAL systematically and effectively that you may want to share with colleagues:

 SEAL can make a very substantial contribution to higher academic standards – American meta-analyses consistently show that properly implemented social and emotional learning programmes raise pupil attainment by an average 11 percentile points, and research ion the UK found that that primary and secondary schools with a strong whole-school SEAL implementation were significantly more likely than schools with a patchy implementation to have higher attainment in tests at age 11 and in GCSEs at age 16, as well as better Ofsted ratings for behaviour, and lower levels of truancy.

 Like achievement , behaviour and safety of pupils at the school is also one of four key aspects that Ofsted report on, and schools will be identified as requiring improvement if this aspect is not judged good or better (grads 1 and 2)

 Schools can also be identified as requiring improvement if there are overall weaknesses in the provision for pupils’ spiritual, moral, social and cultural development, or as having serious weaknesses if there are serious weaknesses in the provision for pupils’ spiritual, moral, social and cultural development.

 In assessing the quality of teaching, inspectors will evaluate the impact that teaching has on the promotion of pupils’ spiritual, moral, social and cultural development.

 In assessing the quality of leadership and management, inspectors will assess the extent to which leaders and managers provide a broad and balanced curriculum that promotes pupils’ good behaviour and safety and their spiritual, moral, social and cultural development as well as enabling them achieve their full educational potential and make progress in their learning.

Overview of the inspection framework

Ofsted inspectors are required to make and report on four key judgements:

 the achievement of pupils at the school

 the quality of teaching in the school

1  the behaviour and safety of pupils at the school

 the quality of leadership in, and management of, the school.

They must also make a judgement on the spiritual, moral, social and cultural development of pupils at the school. Evidence about behaviour and safety over an extended period may contribute to inspectors’ evaluation of how well the school promotes pupils’ spiritual, moral, social and cultural development

A school cannot be judged good and will be judged to ‘require improvement’ if one or more of the four key judgements requires improvement and/or there are overall weaknesses in the provision for pupils’ spiritual, moral, social and cultural development

A school will be judged to have ‘serious weaknesses’ where one or more of the key areas are ‘inadequate’and/or there are serious weaknesses in the provision for pupils’ spiritual, moral, social and cultural development.

The evidence from research suggests that a consistent whole-school approach to SEAL (Banerjee et al, 2013) will contribute to the achievement of pupils at the school, as well as to their behaviour and safety and spiritual, moral, social and cultural development.

It may be worth highlighting to staff the very substantial contribution social and emotional learning can make towards higher academic standards – American meta-analyses consistently show that properly implemented social and emotional learning programmes raise pupil attainment by an average 11 percentile points.

Here in the UK, Professor Robin Banerjee has found that primary and secondary schools with a strong whole-school SEAL implementation were significantly more likely than schools with a patchy implementation to develop a school ethos characterised by positive social relationships, attitudes, and behaviour. They were also more likely to have higher attainment in tests at age 11 and in GCSEs at age 16, as well as better Ofsted ratings for behaviour, and lower levels of truancy.

Ofsted’s 2013 thematic PSHE education survey also highlights the relationship between a school’s PSHE provision and overall effectiveness, observing “a close correlation” between surveyed schools’ inspection results, and the grade given for PSHE education in the thematic survey.

The grade descriptors for PSHEE education used in the thematic survey make a clear connection between PSHE education, SMSC and behaviour and safety, so Ofsted are likely to been very interested in the subject’s provision when looking for evidence to support these elements of school inspections.

Individual inspectors often note the impact of a whole-school SEAL approach on learning and achievement. For example, in one primary school which has used SEAL as a key element of its journey out of special measures, and where the deputy head was formerly the local authority SEAL consultant, the report notes that says that ‘The deputy headteacher has made a significant contribution to school improvement as a result of her exceptional work in relation to behaviour management.... pupils’ behaviour at the time of the previous inspection was inadequate and both teachers and pupils felt unsafe. This is far from

2 the case now. Behaviour has improved considerably and is now good, which is one of the key reasons why the quality of pupils’ learning is now much better.’

Contribution of SEAL to judgements about leadership and management of the school

Inspectors will consider the extent to which leaders and managers:

 provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning, and promotes their good behaviour and safety and their spiritual, moral, social and cultural development

 promote pupils’ learning and progress in literacy

 engage parents in supporting pupils’ achievement, behaviour and safety and their spiritual, moral, social and cultural development

 take steps to promote the safety of all pupils and ensure that they are safe in school.

The table below shows the connections between the SEAL resources and approach and the highlighted aspects of leadership and management.

Connection with SEAL Specific resources Provide a broad and balanced In the evaluation of primary All SEAL resources curriculum that meets the SEAL by Professor Sue Hallam needs of all pupils, enables all 77% of headteachers indicated pupils to achieve their full that as a result of the educational potential and make programme behaviour had progress in their learning, and improved in classrooms. 83% promotes their good behaviour said that staff-pupil and safety and their spiritual, relationships had improved and moral, social and cultural 84% that the children’s respect development for people had increased.

Engage parents in supporting Local evaluations of primary Primary SEAL Gold booklets of activities for families to do together at pupils’ achievement, behaviour and secondary family learning home. and safety and their spiritual, workshops in which children Family SEAL resources (LINKS) moral, social and cultural and their parents come

3 development together for SEAL activities show significant effects on children’s behaviour and social development.

Take steps to promote the The national evaluation of All resources but particularly Say no to bullying...SEC EQUIVALENT safety of all pupils and ensure primary SEAL found that the that they are safe in school. programme had a major impact on social skills and relationships including bullying, playtime behaviour and pro-social behaviour.

Contribution of SEAL to judgements about the quality of teaching in the school

It may be helpful to remind colleagues that in judging the quality of teaching, inspectors ‘evaluate activities both within and outside the classroom. They also evaluate ‘teachers’ support and intervention strategies and the impact that teaching has on the promotion of pupils’ spiritual, moral, social and cultural development.’

The specific contribution of SEAL to Ofsted’s judgements about behaviour and safety

It will also encourage staff colleagues to implement SEAL consistently if you highlight the direct connections between use of the national SEAL curriculum resources and Ofsted’s assessment of behaviour and safety in the school (which also contributes to inspectors’ evaluation of how well the school promotes pupils’ spiritual, moral, social and cultural development.

The table below shows those connections.

When evaluating the behaviour and safety of pupils at the school, inspectors will consider: General SEAL approach, processes Contribution of SEAL curriculum resources (all year groups unless and whole-school …. stated specifically)

Pupils’ attitudes to 1 Children are encouraged to take New beginnings

4 learning responsibility for their learning  Problem solving process through the SEAL curriculum.

Getting on and falling out Staff will recognise the impact of the environment (Physical and  Expectations and skills for group working emotional) on pupils’ attitudes to learning, as well as their own role in providing a positive role-model. Going for goals

 Developing self-worth and confidence

Staff use solution focused language o Learning about and appreciating their own gifts and to help children develop self- talents (strengths as a learner Y3/4 onwards) esteem and an internal locus of control. (Going for goals) o Considering long-term future and aspirations

 Exploration of how they learn best

Staff draw on skills that children o understanding of multiple intelligences Y3/4 have learnt when setting targets for learning with children. (Going for o Understanding the impact of emotions on learning goals) o Identification of 6 key learning skills (Y5/6)

 Sense of self-efficacy and internal locus of control (Y3/4) and Staff will draw on children’s responsibility for learning (Y3/4) understanding of pride in their achievements and reinforce this  Evaluating learning and using it to inform future learning when presenting work, making (Y3/4 onwards) displays, records of achievement  etc. (Good to be me) Decision making  Self-motivation

5  Independence

 Ability to work towards a goal

o Setting a realistic goal

o Breaking a goal down into small steps (Y1,2)

o Overcoming barriers (Y3/4)

 Ability to persist

o Resisting distractions (Y1,2)

 Recognising and managing feelings of boredom and frustration

Good to be me

 Taking pride in achievements

Changes

 Developing a sense of self-efficacy (making change happen) (Y1/2 learning)

 Exploring fault and responsibility

Pupils’ behaviour 2  Peaceful Problem Solving New Beginnings around the school process introduced school-wide and in lessons,  The Classroom Charter in every year group including the extent  Staff modelling of cooperation

6 of low-level  Use of the language of choice  Creating a safe school disruption and responsibility.

Getting on and falling out

 Cooperation

 Managing anger

 Conflict resolution

 Skills of working together in a group

Going for goals

 Strategies for overcoming feelings of boredom and frustration in lessons

Relationships

 Strategies for dealing with embarrassment

 Making amends and forgiveness

Changes

 Understanding how change can impact on our behaviour (e.g. with supply teachers)

7  Responsibility and choice in our behaviour

 Making a change to our behaviour (self-efficacy)

Pupils’ behaviour 3 Staff will establish an environment New Beginnings towards, and respect in which this happens through: for, other young  The Classroom Charter in every year group people and adults,  Modelling  Creating a safe school and their freedom  Use of circle time from bullying,  Appreciating other people – respecting differences harassment, and  Using the SEAL ‘Working discrimination together self-review checklist’  Working in a group together

 ‘Listening classroom’/’bubble time’ – special time allocated Getting on and falling out for staff to deal with children’s worries  Respect for diversity (stereotypes/prejudice Y5/6)

 Worry box  Friendship skills

 Playground buddies  Understanding alternative points of view/perspective  Playground games – inclusion of isolated children Say no to bullying  Friendship wall  Appreciation and celebration of differences  Use of problem-solving process  Pride in self (own ‘differences’)

 Importance of belonging to a group

 Understanding and recognizing bullying (3 key features, and

8 different forms of it: )

 Feelings : fear and sadness

 Empathy for those who are bullied

 Recognising impact and consequences of bullying

 Use of strategies to help those who are bullied

 Strategies for dealing with bullying : telling an adult, importance of bystanders, importance of making the school a ‘telling’ school (Y3/4: School charter for preventing bullying)

Good to be me

 Skills of assertiveness

Relationships

 Understanding the importance of belonging

 Empathy – understanding the feelings of others’

 Making other people feel good

 Exploring stereotypes and their impact; challenging them.

 Using ‘pick-me-ups’ rather than ‘put-downs’

9 Changes

 Understanding the feelings of others

 Importance of belonging to a group

Pupils’ attendance 4 Children are encouraged to take Going for goals and punctuality at responsibility for their learning school and in lessons through the SEAL curriculum.  Developing self-worth and confidence  Sense of self-efficacy and internal locus of control (Y3/4) and responsibility for learning (Y3/4) Staff use solution focused language to help children develop self-  Problem solving and making wise choices (Y3/4 onwards) esteem and an internal locus of control. o Understanding consequences of actions (Y3/4 onwards)

o Taking responsibility for choices and actions (not making excuses Y5/6)

 Self-motivation

How well teachers 5 An atmosphere of respect and New Beginnings manage the dignity is promoted throughout behaviour and SEAL and will be facilitated through  The Classroom Charter expectations of pupils the following strategies suggested  Creating a safe school to ensure that all in the SEAL materials: pupils have an equal  Appreciating other people – respecting differences and fair chance to  welcome packs; thrive and learn in an  Welcoming newcomers to the class, understanding their  home groups and ensuring atmosphere of

10 respect and dignity everybody works together; feelings

 Modelling conflict resolution, strategies for anger management, use of Getting on and falling out ‘I messages’  Respect for diversity (prejudice/stereotypes Y5/6)  Friendship tokens  Working as a group – establishing groundrules and teaching  Buddy stops skills of cooperation etc.

 Friend of the week award  Taking responsibility – for our behaviour when angry.

 Through staff development opportunities, staff will Say no to bullying understand how children’s behaviour may be affected  Appreciation and celebration of differences by change and disruption (e.g. use of a supply  Pride in self (own ‘differences’) teacher).  Importance of belonging to a group  Staff model the language of responsibility and choice  Understanding and recognizing bullying (3 key features, and different forms of it: )

 Strategies for dealing with bullying : telling an adult, importance of bystanders, importance of making the school a ‘telling’ school (Y3/4: School charter for preventing bullying)

Relationships

 Fairness and unfairness

 Responsibility for their actions (Y3/4 – ‘my fault’ and ‘not my

11 fault’)

 Making amends (Y3/4) and forgiveness (Y5/6) (ethical and moral dilemmas)

 Empathy – understanding the feelings of others (blue) hurt, (n.b. Put-downs – Y1/2)

 Empathy – making other people feel good

 Exploring stereotypes and their impact; challenging stereotypes (Y5/6)

The extent to which 6  Celebration assemblies, SEAL New beginnings the school ensures certificates and other rewards the systematic and (shared across classes)  The Classroom Charter in every year group consistent  Creating a safe school management of  Children are taught in SEAL to behaviour take responsibility for their own behaviour and choices and to recognise the consequences Going for goals

 They are taught to understand  Sense of self-efficacy and internal locus of control (Y3/4) and their own behaviour, in terms responsibility for learning (Y3/4) and behaviour of how their feelings and thoughts impact upon it.  Problem solving and making wise choices (Y3/4 onwards)

 Staff model strategies and o Understanding consequences of actions (Y3/4 encourage the above view of onwards) children’s responsibility for their behaviour o Taking responsibility for choices and actions (not making excuses Y5/6)

12  Staff model assertiveness skills (Good to be me) + the language of choice and responsibility Changes (Changes)  Fault, choice and responsibility

 Developing a sense of self-efficacy – making change happen (in relation to behaviour)

Whether pupils feel 7 The emotional safety of the school The emotional safety of the school and classroom is a key focus for safe and their ability and classroom is a key focus for SEAL. The areas covered in the SEAL Curriculum in Point 8 ‘The to assess and manage SEAL. The areas covered in ‘whole- extent to which leaders and managers have created a positive ethos risk appropriately and school’ strategies in Point 8 ‘The in the school’ will therefore apply here. to keep themselves extent to which leaders and safe managers have created a positive ethos in the school’ will therefore In addition: apply here.

Good to be me In addition :  Peer pressure – deciding whether to take a risk (Y5/6)

 Assertiveness skills The school will display posters and information about where children  Problem-solving can get help for specific issues.

The extent to which 8  Assemblies New Beginnings leaders and managers have created a  SEAL staff meetings (Purple  The Classroom Charter in every year group positive ethos in the Sets)  Creating a safe school school.  Displays and celebrations of children’s SEAL work and achievements 13 Getting on and falling out

New beginnings  Friendship skills

 Building school community  Positive class/school ethos (listening service, buddies, homework helper, welcome  Group working skills and expectations packs etc.);  Conflict resolution Getting on and falling out

 Modelling conflict Say no to bullying resolution, strategies for anger management, use of  Appreciation and celebration of differences ‘I messages’  Pride in self (own ‘differences’)  Friendship tokens  Importance of belonging to a group  Buddy stops  Understanding and recognizing bullying (3 key features, and  Friend of the week award different forms of it: )

 Making up areas  Empathy for those who are bullied

 Recognising impact and consequences of bullying Say no to bullying  Strategies for dealing with bullying : telling an adult,  ‘Listening classroom’/’bubble importance of bystanders, importance of making the school time’ – special time allocated a ‘telling’ school (Y3/4: School charter for preventing for staff to deal with children’s bullying) worries

 Worry box Good to be me

14  Playground buddies  Feelings of pride celebrated

 Playground games – inclusion  Strategies for dealing with worries and anxieties (including of isolated children relaxation)

 Friendship wall  Teaching of skills of assertiveness

 Use of problem-solving process

Relationships

Going for Goals  Understanding the importance of belonging and being cared for

 Recognition and management of feelings Children are encouraged to take responsibility for their learning  Fairness and unfairness (red) through the SEAL curriculum.  Responsibility for actions (Y3/4 – ‘my fault’ and ‘not my fault’)

 Staff use solution focused  Making amends (Y3/4) and forgiveness (Y5/6) (ethical and language to help children moral dilemmas) develop self-esteem and an internal locus of control.  Empathy – understanding the feelings of others (blue) hurt, (nb. Put-downs – Y1/2)

 Empathy – making other people feel good Changes  Exploring stereotypes and their impact; challenging  Displays showing how stereotypes (Y5/6) children have developed in their work and behavior

 Model and promote the Changes ‘language of responsibility

15 and choice’ (questioning,  Children have strategies for dealing with change ‘she made me do it’, emphasizing responsibility  Children understand responsibility and choice and choice when dealing  with behavior issues in the Importance of belonging to a group and understanding the class or playground) factors that can threaten these feelings.

 Use emotional barometers to show how feelings change

 Use buddies in change from one class to another (e.g. Y3 pupils visiting Y2 pupils)

 Relate work on change to unexpected or planned changes to routine (e.g. behavior with a supply teacher)

 Have a daily pause for focus where each child thinks of something they have learnt, changed, or are proud of.

The specific contribution of SEAL to Ofsted’s judgements about spiritual, moral, social and cultural development

Since a school cannot be judged good and may even be placed in a category if there are weaknesses provision for SMSC, staff colleagues may find it helpful to know how SEAL contributes here too.

16 General SEAL approach, Contribution of SEAL curriculum resources processes and whole-school ….

1 All SEAL learning New Beginnings opportunities involve children Pupils’ spiritual development reflecting on their own  Respecting differences between people is shown by their: feelings, thoughts and  Feeling good about ourselves, knowing we are special; experiences, and those of  beliefs, religious or understanding our feelings and learning ways to manage them. others. otherwise, which inform A their perspective on life  Understanding feelings of others and their interest in and respect for different Each curriculum booklet poses people’s feelings and a number of ‘questions for Getting on and falling out values reflection and enquiry’ which provides a forum for regular  Respect for diversity (stereotypes/prejudice Y5/6)  sense of enjoyment and reflection on experiences. fascination in learning  Friendship skills about themselves, others and the world around  Understanding alternative points of view/perspective them, including the The subject matter of SEAL is themselves and others, and intangible B therefore most of the  use of imagination and curricular activities contribute Say no to bulling creativity in their learning to their enjoyment and  Appreciation and celebration of differences fascination in learning about  willingness to reflect on themselves and others.  Pride in self (own ‘differences’) their experiences.  Understanding and recognising impact of bullying on

others/themselves

17 Good to be me

 Learning about myself / recognition of what makes us proud – achievements

Relationships

 Exploring stereotypes and their impact; challenging them

 Understanding of fairness/unfairness

 Recognition and management of uncomfortable feelings

 Understanding of the feelings of others

 Strategies for making others’ feel good

Changes

 Understanding change

 Understanding their own responses to change and those of others

 Understanding the feelings of others

Pupils’ moral development is 2 Whole school approach to New Beginnings shown by their: problem-solving  Problem solving – children consider their own thoughts and  ability to recognise the feelings about different issues and how they might be difference between right

18 and wrong and their A Use of ‘reflection and enquiry’ resolved. readiness to apply this questions in each theme understanding in their own lives Getting on and falling out  understanding of the  Perspective taking consequences of their actions  Understanding the consequences of anger  interest in investigating, and offering reasoned views about, moral and Say no to bulling ethical issues. B  Understanding and recognising impact of bullying on others/themselves

Going for goals

 Problem solving and making wise choices (Y3/4 onwards) C o Understanding consequences of actions (Y3/4 onwards)

o Taking responsibility for choices and actions (not making excuses Y5/6)

Good to be me

 Assertiveness – standing up for what I believe to be right

 Problem-solving (moral and ethical issues)

19 Relationships

 Understanding of fairness and unfairness

 Taking responsibility for the consequences of their action (‘my fault’ and ‘not my fault’ Y3/4)

 Making amends and forgiveness

 Exploring stereotypes and their impact/challenging them.

Pupils’ social development is 3 In all SEAL themes children New Beginnings shown by their: are encouraged to get to know and work with  Creating a safe and fair group  use of a range of social everybody in the class A  Welcoming others into a group/joining a group skills in different (through home groups and contexts, including ‘random pairs’)  working and socialising Social skills – sharing, taking turns etc. with pupils from  Creating a class charter – understanding rights and different religious, ethnic responsibilities and socio-economic backgrounds

 willingness to participate Getting on and falling out in a variety of social settings, cooperating  Friendship skills well with others and being able to resolve  Cooperation conflicts effectively  Positive class/school ethos  interest in, and  Group working skills and expectations understanding of, the B way communities and

20 societies function at a  Conflict resolution variety of levels

Good to be me

 Using skills of assertiveness (recognising rights of self and others)

 Problem solving C

Relationships

 Understanding the importance of belonging and being cared for

 Feelings: Recognition and management

 Fairness and unfairness (red)

 Responsibility for their actions (Y3/4 – ‘my fault’ and ‘not my fault’)

 Making amends (Y3/4) and forgiveness (Y5/6) (ethical and moral dilemmas)

 Empathy – understanding the feelings of others (blue) hurt, (nb. Put-downs – Y1/2)

 Exploring stereotypes and their impact; challenging stereotypes (Y5/6)

21 Changes

 Developing social skills and understanding for a new context (Y2 and Y6)

 Understanding others’ feelings and responses to change

 Understanding how our sense of belonging can be threatened and how we might behave when it is.

 Importance of belonging to a group.

Pupils’ cultural development 3 In all SEAL themes children New Beginnings is shown by their: are encouraged to get to know and work with  Respecting differences between people  understanding and everybody in the class appreciation of the wide (through home groups and range of cultural ‘random pairs’) Getting on and falling out influences that have shaped their own A  Respect for diversity heritage  Understanding different points of view (perspective taking)  willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, Say no to bullying technological, scientific  and cultural opportunities Appreciation and celebration of differences

 interest in exploring,  Pride in self (own ‘differences’) understanding of, and  Understanding and recognising impact of bullying on respect for cultural others/themselves diversity and the extent B to which they understand, accept,

22 respect and celebrate Relationships diversity, as shown by their attitudes towards  Understanding the importance of belonging and being cared different religious, ethnic for and socio-economic  Fairness and unfairness (red) groups in the local, national and global  Empathy – understanding the feelings of others communities.  Exploring stereotypes and their impact; challenging C stereotypes (Y5/6)

When considering how well 5 The SEAL curriculum aims to New Beginnings the school promotes pupils’ enable children to know SMSC, inspectors should take themselves, celebrate their  Feeling good about ourselves, knowing we are special into account the impact of strengths and develop areas  Understanding our feelings the range of opportunities for improvement. provided for them to develop their self-esteem and confidence. Getting on and falling out The staff development activities emphasise the  Development of understanding of themselves importance of children’s self- confidence and offer  Receiving compliments strategies to staff to enhance it. Say no to bullying

Whole school strategies –  Pride in self (own ‘differences’) displays, celebrations etc.  Strategies for understanding and dealing with bullying

23 Going for goals

 Developing self-worth and confidence

o Learning about and appreciating their own gifts and talents (strengths as a learner Y3/4 onwards)

o Considering long-term future and aspirations

 Sense of self-efficacy and internal locus of control (Y3/4) and responsibility for learning (Y3/4)

Changes

 Recognising and celebrating how we have changed and developed over time.

 Developing a sense of self-efficacy (making changes ourselves)

Inspectors should investigate 6 Evidence of a coherent the impact of the curriculum approach to the promotion of on the pupils’ spiritual, moral, SMSC will be shown by social and cultural (SMSC) PSHE/SEAL lessons within all development. This may be long, medium and short-term seen through: plans.

 lesson observations of different subjects like RE, art and music. Discussion SEAL learning should be with pupils and staff will evident in different provide an important curriculum areas. insight into how well A SMSC is planned as part

24 of the curriculum in other Ideas for reinforcing the subjects learning from the SEAL curriculum are given in each  observation of other curriculum booklet. activities. Inspectors should investigate whether there is a coherent approach to the promotion of SMSC through activities such as tutorials, citizenship programmes and discussions with pupils about their work

APPENDIX

What Ofsted inspectors will do when inspecting the behaviour and safety of pupils at the school (taken from Subsidiary Guidance)

40. During the initial contact with the school, the lead inspector must ensure that the headteacher understands that the inspection evaluates what behaviour is typically like, not just the behaviour of pupils during the inspection.

41. The lead inspector must establish whether the school runs an off-site unit (for pupils with behavioural or attendance difficulties), or runs one in partnership with other schools. If so, this should be visited as part of the inspection to assess the safeguarding, behaviour, attendance and quality of teaching.

42. During the analysis of pre-inspection evidence, the lead inspector should compare the school’s statistics on attendance and exclusions as shown in RAISEonline against the national picture for all pupils. The inspector should look at whether any groups of pupils, for example those who have special educational needs, are being excluded disproportionately and how any inequalities in academic outcomes might be linked to behaviour.

25 43. During the inspection, inspectors should request the day’s absence list alongside the reasons for absence and cross reference this with data on past exclusions and sanctions as a way of evaluating the behaviour of pupils who are not in school.

44. Inspectors should also take account of disruptive behaviour of any kind. This may be overt, for example, persistent ‘shouting out’, or pupils ‘talking over the teacher’, or persistent low level disruption through continuous chatter. It may also be more covert, taking the form, for example, of quiet refusal from a number of pupils to participate in group work or to cooperate with each other.

45. In order to evaluate pupils’ behaviour with, and attitudes towards, staff and each other in different contexts the lead inspector should ensure that:

 a range of groups and settings are included in observations, taught by a range of staff including non-teaching staff, new and inexperienced staff and supply teachers

 small group teaching, for example intervention groups with teaching assistants or mentors, is observed to see how pupils behave away from the class or subject teacher

 any variation in behaviour between settings, times of day, different subjects, different groupings, and different staff is considered in relation to: how far it influences learning; whether the school is aware of this; whether any action has been taken; and how effective this has been.

46. Where behaviour in a lesson is judged to be inadequate, this should be discussed with the teacher, as appropriate, during the feedback in order to explore whether this is typical and, if so, what support has been provided. Inspectors should not overemphasise the behaviour of one individual pupil with an identified behavioural difficulty (that may be a special educational need) or who is experiencing difficult personal circumstances.

Pupils’ experience of behaviour

47. The lead inspector should ensure that the team spends time outside, at break times and lunchtimes, observing behaviour and seeking the views of pupils and staff, for example lunchtime supervisors. Inspectors should observe pupils’ behaviour when they arrive at school and leave at the end of the day, and also use this time to seek their views. Where parents bring their children to school, or collect them, inspectors should use this time to seek parents’ views about behaviour.

48. Inspectors should consider the food on offer at the school and atmosphere of the school canteen. They should:

 consider how lunch time and the dining space contribute to good behaviour and the culture in the school, including by spending time in the lunch hall, and

 ask school leaders how they help to ensure a healthy lifestyle for their children and, specifically, whether their dietary needs have been considered.

26 49. The lead inspector should ensure that the groups of pupils selected to talk to inspectors include pupils with a wide range of needs and experiences (including those with DSEN and those who attend alternative provision). Inspectors should consider how best to ensure that all pupils in the discussion group give their views, for example by asking pupils to write their views on an evidence form or paper, or to respond to certain questions on a mini- whiteboard.

50. It is useful to seek pupils’ views early in the inspection, so that any issues they raise can be followed up with inspection activities.

Judging behaviour over time

51. Inspectors should evaluate the school’s own understanding of any patterns over time in the use of rewards and sanctions, detentions, use of ‘on call’ systems, remove rooms and internal exclusions and the action it has taken as a result. Inspectors should investigate further any patterns that show disproportionate use of such facilities.

52. High exclusion figures, and particularly the repeated exclusion of the same pupils, are not consistent with good behaviour overall. Inspectors should consider whether there is disproportionate exclusion of any particular group of pupils. High numbers of exclusions, either overall or of a particular group of pupils, are likely to indicate ineffective systems and structures to support pupils, including basic behaviour management to prevent low-level disruption.

53. Inspectors should take every opportunity to talk to pupils about what behaviour is typically like.

54. Where a pupil is sent home for disciplinary reasons for part of a school day, including lunchtimes, fixed term exclusion is the only legal method of removal. Informal or unofficial exclusions are illegal, regardless of whether they are carried out with the agreement of parents or carers.

Bullying

55. Consider how well schools analyse their information about bullying and use this analysis to plan future actions. Note that a record that shows a large number of bullying incidents may reflect careful record keeping rather than a high level of bullying. Take account of whether pupils respond to the action taken or whether incidents of bullying are repeated. Repeated incidents indicate more deep-seated behavioural issues. Consider whether there are any links between bullying and pupils’ absence from school.

56. In order to evaluate pupils’ attitudes to homophobia and other forms of prejudice, inspectors should specifically ask pupils about the type of language they hear around the school. This should be compared to responses from staff in order to test the school’s attitudes to such issues.

57. Inspectors should explore with a range of staff, including teaching assistants, the training they have had about different aspects of bullying, including prejudice-based bullying; how confident they feel as result; how well supported they are by senior staff when they encounter bullying and how they promote an understanding of individual differences through the curriculum. In particular, inspectors should consider how pupils are taught about

27 diversity in subjects such as personal, social and health education (PSHE) and citizenship. Where bullying is an issue and staff training and/or the curriculum is weak, this should be reflected in the judgement on leadership and management.

58. In addition to the approaches set out above, inspectors may wish to use or adapt the following evidence gathering strategies when investigating bullying.

 Tour the school site with a group of pupils to identify areas where they do not feel safe. Talk about behaviour, bullying, and staff expectations.

 Revisit, during break and lunchtime, any areas of the school mentioned by pupils as being unsafe, such as the playground or toilets.

 Meet a group of pupils who joined the school at times other than the start of the academic year.

 Meet with other groups and give pupils time to talk before responding to questions about behaviour and bullying.

The behaviour of disabled pupils and those who have special educational needs

59. Inspectors should consider:

 how well the school supports its most behaviourally challenging pupils, even where there is only a small number because many pupils with special educational needs require clear expectations, structures and systems, additional support to manage their behaviour, and robust arrangements to support their personal and social development

 whether ‘reasonable adjustments’ are made for pupils with behavioural, social or emotional difficulties, or identified disabilities such as autistic spectrum disorders (ASD), to help them to be included in school (a requirement of the Equality Act 2010), or whether exclusion or other sanctions are the only or main response to their behaviour.

60. Inspectors should be familiar with the most recent DfE guidance on the use of force and restraint. They must seek advice from Ofsted’s Compliance, Investigation and Enforcement helpline where they have concerns about their use.

61. There should be systematic recording of every significant incident where restraint or physical intervention has been used in accordance with the school’s policy and procedures on the use of force and its child protection requirements. Care should be taken to check there is not excessive use of restraint or physical intervention (also sometimes referred to as ‘positive handling’). The number and range of recorded incidents is also an important indicator of how successfully a school is managing very challenging behaviour.

28 62. Inspectors must take into account the specific communication needs of disabled pupils and those who have special educational needs. It is preferable for pupils to have a peer advocate than to involve staff, though it may occasionally be necessary for inspectors to request the assistance of staff that know and understand a pupil’s preferred means of communication.

Evaluating attendance

63. Learners’ attendance is evaluated in comparison to national figures for mainstream schools (not free school meal bands) as part of the judgement on behaviour and safety. This also applies to special schools and pupil referral units. Inspectors must use the data in RAISEonline and the figures below, combined with the school’s own analysis and documentary evidence, to evaluate attendance. When deciding whether attendance is consistently low, inspectors should consider how it compares with the attendance figures for the lowest 10% of schools. In 2011/12, this was 94.24% in primary schools and 92.61% in secondary schools.

64. It is important to note that published data are often dated, so current attendance must be taken into account. To evaluate whether attendance has changed since the last published figures, it is useful to compare attendance for the same time period, such as from September until the inspection date, in the current and previous school years.

65. The effectiveness of the school’s strategies to promote good attendance should be taken into account. RAISEonline presents the school’s attendance and persistent absence figures against free school meals data. However, while there is a clear statistical link between levels of social deprivation and attendance, this should not be taken as an excuse for poor attendance and high absence rates. It is not acceptable to judge poor attendance as ‘average’ on the basis that the school is working hard to improve it.

66. Inspectors should take into account any differences between the attendance of different groups of learners, such as those of different genders or ethnicities (for example Gypsy, Roma and Traveller children) when evaluating attendance. Inspectors should evaluate how much the school knows about the attendance patterns of groups of learners and the effectiveness of systems to alert them to changes in pupils’ attendance. A sudden or a gradual alteration can indicate a safeguarding issue.

67. Inspectors should also take account of whether the percentage of pupils present in each lesson observed is broadly consistent with the school’s attendance and absence figures. Investigate the school’s procedures for registering pupils and recording absence where discrepancies arise. Truancy from lessons may be occurring after pupils have initially registered.

68. In addition, inspectors should evaluate the support given to any pupils absent for long-term medical reasons, such as any in hospital, and arrangements made to keep pupils in touch with school work and how well these are maintained during extended spells in hospital or at home. Investigate the liaison arrangements in place with other supporting professionals, for example at the hospital school or home tuition.

Links between behaviour and safety and other aspects of the school’s work

29 69. Where there are concerns about behaviour and safety, inspectors should investigate the quality and implementation of a clear and concise behaviour policy, linked to learning. In schools where behaviour policies are not planned, managed or organised well, their impact is minimal. Successful behaviour management involves senior leaders seeing this as part of school improvement and closely linked to the quality of teaching.

70. Inspectors should consider the reasons for poor behaviour as this may indicate unmet learning needs through weak teaching, a lack of guidance and/or support, a poor ethos, low expectations or bullying. Poor behaviour may also indicate learning difficulties or underachievement (including literacy difficulties) that the school has not identified.

71. Should inspectors find that the school has used exclusion illegally, this should be taken very seriously and taken into account when judging leadership and management.