OFSTED CRITERIA Personal Development & Behaviour & Attitudes
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OFSTED CRITERIA
Personal Development &
Behaviour & Attitudes
Rebecca Rhodes, Senior Associate, UVAC r.rhodes@bolton.ac.uk
Trevor Alley, Former Ofsted Inspector
© UVAC 2021
for exclusive use by UVAC members and their organisations
No part of this slide pack may be reproduced or used for
commercial purposes without UVAC written permissionAgenda June 2021 EIF Further Education & Skills Handbook Update Personal Development Behaviour & Attitudes Resources & Further Information
INSPECTION HANDBOOK- SEPTEMBER 2021 UPDATE
September 2021 – COVID changes Paragraphs 10 to 24: COVID-19 modifications to March 2022 Personal Development - focus on understanding the steps that leaders have taken to offer or to restore a wide range of personal development opportunities. Remote education – • No preferred model - quality of remote education ( Mar-Aug 2020) will not impact judgement of the provider’s education. • May observe typical approach to remote teaching and review materials • May discuss remote education with teachers and learners • May also review completed work and teaching materials. • Quality of education includes remote education. Expect to see full integration and designed to support the wider curriculum Data - consider available external data: paragraphs 144 to 146, but mindful of the age and relevance when making judgements. Leadership - how leaders have adapted their development plans as a result of the COVID- 19 pandemic, including the rationale for any new or modified improvement priorities. Safeguarding - how leaders & managers adapted approaches to safeguarding to ensure : • vulnerable learners were prioritised for face-to-face education as necessary • procedures remained effective for those receiving remote education • how arrangements have changed over time due to the pandemic, how leaders and managers made sure that they remain effective.
September 2021 – COVID changes
Gathering and Activity will include reviewing records about safeguarding,
Reviewing Evidence including those relating to sexual harassment and violence
Paragraph 132: and online sexual abuse.
Grade Descriptors For Some sections of the criteria appear in [square brackets, see
Quality Of Education example below ]. This is to mark that they are transitional only,
clarification Paragraph because we recognise that not all providers will have had the
244: opportunity to complete the process of taking up or
constructing their curriculum fully.
We intend to review whether these transitional arrangements
are still needed in March 2022transitional arrangements
concerning curriculum review will be reviewed in March 2022.
Intent - an example from the new section
Leaders adopt or construct a curriculum that is ambitious, appropriately relevant to local
and regional employment and training priorities and designed to give learners,
particularly the most disadvantaged, the knowledge and skills they need to succeed in
life. [If this is not yet fully the case, it is clear from leaders’ actions that they are in the
process of bringing this about, and are making any necessary amendments in response
to the pandemic.]September 2021 – changes
Behaviour and attitudes - Learners In the case of some groups of learners, COVID-19
with particular needs may have affected their transition to further
Paragraph 247: education. This may demonstrate itself in attitudes
to learning or work that are not yet in keeping with
the provider’s high expectations.
Leadership & Management - 268. All providers should have a culture of
Safeguarding safeguarding. This means they should have
Paragraphs 268 to 279: effective arrangements to:
• always act in the best interests of children[footnote
We have added a new section 68] and learners to protect them online and
entitled: ‘Sexual harassment and offline, including when they are receiving
violence and online sexual abuse remote education or self-isolating due to
between learners who are children COVID-19
or young people’ (paragraphs 275 Safeguarding section updated to take into account
to 279). the findings of Ofsted’s ‘Review of sexual abuse in
schools and colleges’ in the context of further
education and skills provisionPERSONAL DEVELOPMENT
EIF Principles
Covid Para 16
• Seek to understand what took place before the pandemic, what the provider has in
place currently and what its future plans are.
• Personal Development - focus on understanding the steps that leaders have taken to
offer or to restore a wide range of personal development opportunities.
Main
• Recognise that many elements of personal development that were in place before
the pandemic may have been disrupted - focus on understanding the steps that
leaders have taken to offer a wide range of personal development opportunities.
• Evidence from curriculum-related activities informs the other key judgements:
behaviour and attitudes; personal development;
• Seek to evaluate the quality and intent of what a provider offers and will look to see
what learners know
• Considered in an age-appropriate way within the context of the provider and its
learners.
• Curriculum should support learners to develop their knowledge and skills beyond
the purely academic, technical or vocational.
• This judgement evaluates the provider’s intent to provide for the personal
development of learners, and the quality of the way in which it does this.
© UVAC 2020Personal Development – SAR Evidence
• Describe the range of enhancements • How the INTENT of programmes aims to
and why each is valuable to the enhance learners’ character through the
programme and apprentice quality of education that they provide
• Examples of how and where the • How programmes are designed - with
Curriculum extends beyond the modes and opportunities in to develop
academic /technical/ vocational topic - wider skills e.g. projects, discussions,
Guest speakers, lunchtime speakers, self assessment and peer analysis tools
networks, competitions, voluntary work, • How feedback and reviews are used to
research opportunities identify interests and opportunities to
• How these enables development of their develop wider skills
interests and talents • Set out in where appropriate, the quality
• Take-up of extra-curricular activities of debate and discussions that learners
offered - Confirm whether it is used and have – designed into the programme
useful via the survey with specific purpose
• Explain how leaders promote British • Detail modules that specifically
values e.g. through codes of conduct, contribute e.g. code of conduct
student charter [see webinar]
© UVAC 2020Personal Development – SAR Evidence
• How content and design of Tri-partite • Explain IAG, or how you prepare learners
review contributes – feedback, more for future success in education,
challenging work support learners to employment or training by providing:
develop their character – including their unbiased information to all about potential
resilience, confidence, independence next steps; high-quality, up-to-date and
• Explain how learners find out about the locally relevant careers guidance; and
protected characteristics opportunities for encounters with the
• Explain how curriculum and modules, world of work. E.g. PSRB session on
projects, policies, promote equality and specialisms or progression
diversity, • Curriculum content prepares learners for
• Explain relevant careers information, life in modern Britain by: teaching them
education, advice and guidance, e.g. how to protect themselves, equip them to
with the professional body about next be responsible, respectful, active citizens
career steps, developing their understanding of British
values; develop understanding and
• Assess how well this benefit learners in appreciation of diversity; celebrating what
choosing and deciding on their next we have in common; promoting respect
steps e.g. through destination data, on for the different protected characteristics
programme promotions,
© UVAC 2020Inspection Findings
Strengths Areas for Improvement
• Apprentices value the learning • Not enough apprentices receive useful
opportunities provided by the careers advice and guidance. Many are
university and its partners. These not clear about their next steps in
opportunities enhance apprentices’ learning. They are often not aware of
personal and professional aspirations the breadth of opportunities available
effectively. to them on completion of their
• Apprentices have a secure apprenticeship
understanding of how to keep healthy. • Not enough apprentices receive useful
They know how to maintain an active careers advice and guidance. Many are
lifestyle. not clear about their next steps in
• Students feel safe in the university and learning. They are often not aware of
know who to go to if they have any the breadth of opportunities available
concerns or issues. They see their to them on completion of their
learning space as a protected apprenticeship.
environment in which they work well • Staff have yet to provide sufficient
with others and are free to experiment training for students in how to keep
within the confines of the design briefs themselves safe from the dangers of
provided. extremism and radicalisation. Students
have a basic understanding of these
topics, but……So how might this look at inspection?
Personal Development
What do Inspectors Do & Ask? What are they looking for ?
• Describe how programmes are • If learners have enhancement
planned to accommodate opportunities, it would be useful to
enhancements etc. highlight these through case
• Describe any enhancements to studies.
apprenticeships (e.g. competitions, • Apprentices enter and fare well in
voluntary projects etc). national competitions (e.g. World
• How well do learners understand Skills)
British values? • Evidence demonstrates where BV, E
• How are they planned and and D etc. are built into the
delivered? curriculum and delivered, recorded
• How do you ensure that learners routinely in reviews etc.
know about E and D • AND learners know what these are
when questionedSo how might this look at inspection?
Personal Development
What do Inspectors Do & Ask? What are they looking for ?
• Do learners know about their • Learners know which
progression and development programmes and level they are
opportunities? studying. They have a clear
• How many progress into picture of what their next steps
employment following their are and many progress into
apprenticeships? employment and promotion (case
• Are learners safe and do they feel studies very useful)
safe? How do you ensure this? • Learners know what Prevent and
Channel are and they know what
the local picture is regarding
threats
• They know what to do if they do
not feel safe.Outstanding The provider • consistently and extensively promotes the personal development of learners. • goes beyond the expected, so that learners have access to a wide, rich set of experiences that teach them why it is important to contribute actively to society. • Opportunities for learners to develop their talents and interests are of exceptional quality. • The provider ensures that participation in these activities is very high, • particularly among those from disadvantaged backgrounds, and all benefit from these opportunities and experiences. © UVAC 2020
BEHAVIOUR & ATTITUDES
A NEWLY COMMISSIONED REPORT - REVIEW OF SEXUAL ABUSE IN SCHOOLS AND COLLEGES The newly published version of the Inspection Handbook will expect institutions to address the findings of this recent report: Review of sexual abuse in schools and colleges
RECOMMENDATIONS
Leaders should create a culture where sexual harassment and online sexual abuse are not
tolerated, and where they identify issues and intervene early to better protect children and young
people.
In order to do this, they should assume that sexual harassment and online sexual abuse are
happening in their setting, even when there are no specific reports, and put in place a whole-
school approach to address them. This should include:
• a carefully sequenced RSHE curriculum, based on the Department for Education’s (DfE’s)
statutory guidance, that specifically includes sexual harassment and sexual violence, including
online. This should include time for open discussion of topics that children and young people
tell us they find particularly difficult, such as consent and the sending of ‘nudes’
• high-quality training for teachers delivering RSHE
• routine record-keeping and analysis of sexual harassment and sexual violence, including
online, to identify patterns and intervene early to prevent abuse
• a behavioural approach, including sanctions when appropriate, to reinforce a culture where
sexual harassment and online sexual abuse are not tolerated
• working closely with LSPs in the area where the university is located so they are aware of the
range of support available to children and young people who are victims or who perpetrate
harmful sexual behaviour
• support for designated safeguarding leads (DSLs) such as protected time in timetables to
engage with LSPsRECOMMENDATIONS - TRAINING Training to ensure that all staff (and governors, where relevant) are able to: • better understand the definitions of sexual harassment and sexual violence, including online sexual abuse • identify early signs of peer-on-peer sexual abuse • consistently uphold standards in their responses to sexual harassment and online sexual abuse
EIF Principles Observations – • behaviour in a range of different experiences at different times of the day • Punctuality • Courtesy, respect for, and good manners towards, each other, and pride in themselves and their provider and/or employer • ( and through documents ) how the provider tackles challenging behaviour • gathering the views of learners, employers, parents, staff, governance members • balancing evidence seen during the inspection and evidence of trends over time
Behaviours & Attitude – Evidence • considers how leaders and staff create a safe, disciplined and positive environment and the impact this has on the behaviour and attitudes • Attendance statistics • Submission of work timeliness • Apprentice and staff feedback is collected on the calm and conducive learning environment • enables inspectors to see direct evidence about how behaviour is managed and how behaviours and attitudes are developed in individual learning sessions. © UVAC 2020
Inspection Findings
Strengths Areas for Improvement
• Apprentices attend their training sessions well. • Although apprentices have a reasonable
They arrive punctually and are ready to learn. awareness of the broad risks of radicalisation
On the rare occasions when apprentices miss a and extremism, most have only a basic
session, they very quickly catch up on the knowledge of any such local risks.
material they have missed. • Attendance is too low on
• Apprentices’ behaviour is exemplary and operations/departmental manager
professional. Apprentices demonstrate very apprenticeships, especially on the project
high levels of respect and courtesy to peers, development module.
teachers, employers and visitors.
• Apprentices feel safe and are safe. They
understand how to stay safe online
• Apprentices behave well. They are courteous,
mature and articulate. They treat each other,
staff and visitors with respect.
• Apprentices develop good skills of personal and
professional reflection as a result of
wellplanned reflective modules that are
effectively sequenced throughout their
programmes
• Students behave well and demonstrate respect
for their fellow students, tutors and staff. They
are confident in challenging each other and
engaging in meaningful and positive debateSo how might this look at inspection?
What do Inspectors Do & Ask What are they looking for
• How are learners kept safe from bullying, • Policies on these.
harassment or discrimination? • Evidence that these are delivered
• What is your policy on sexual behaviours? How through the curriculum
do you ensure that learners know what is and is • Records that show that where these have
not acceptable? What do you do if learners do occurred, they have been dealt with
not comply? quickly and effectively
• Can you evidence that where concerns have been • Attendance and punctuality records.
found, they are dealt with quickly and Actions taken where these are low (e.g.
effectively? review reports etc.) and evidence that
• Do you have Attendance and punctuality they have improved as a result.
statistics? How are they broken down? What do • In classes, learners attend punctually and
you do when they are low? (either by module or often. They demonstrate respect for each
by individual? Can you demonstrate the impact other and tutors e.g. in group discussions.
on actions? • Behaviour is good and bullying
• Through observations and discussions with harassment etc. are not seen, but if they
learners positive and respectful cultures and ARE seen, they are dealt with quickly and
motivation and positive attitudes will be noted. effectivelyOutstanding • Learners have consistently high levels of respect for others. • They play a highly positive role in creating an environment that values and nurtures difference. • Bullying and harassment are never tolerated. • Learners demonstrate consistently high positive attitudes and commitment to their education and/or training. • They are persistent in the face of difficulties. • If learners struggle, the provider takes intelligent, swift and highly effective action to support them. • Examples of commitment beyond the basics, for example high participation in professional competitions, skills competitions or social action projects. • Learners behave consistently well, demonstrating high levels of self-control and consistently positive attitudes to their education and/or training. • If learners struggle with this, the provider takes intelligent, fair and highly effective action to support them to succeed in their programme of learning. © UVAC 2020
RESOURCES & FURTHER INFORMATION
Questions & Further Information
RECORDING TIMESTAMPS
Queries and Questions to:
r.rhodes@bolton.ac.uk 1. Inspection Handbook 1. 00:00
Update Sept 2021
2. Personal 2. 18:47
1. Today’s Webcast
Development
2. Sept 2021 EIF Handbook 3. 44:05
3. Review of Sexual
3. Summary of changes Abuse Report
4. Review of sexual abuse in Recommendations
schools and colleges 4. Behaviours and
Attitudes 4. 48:40
5. Summary off additional
5. Q & A
Ofsted Handbook inclusions
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