announced earlier this year by the watchdog.<\/a><\/p>\nOfsted will also check whether disadvantaged pupils \u201cmake appropriate progress from their starting points, including the extent to which their progress is in line with the progress of non-disadvantaged pupils nationally\u201d.<\/p>\n
Where published attainment and progress data is not available to make that assessment, inspectors will check whether pupils make \u201cappropriate\u201d progress from their starting points. The current guidance refers instead to \u201csuitable\u201d progress.<\/p>\n
3. Inclusion bases and pupil engagement<\/h2>\n Ofsted has also fleshed out the section of the toolkit about its inclusion judgment area.<\/p>\n
It now states inspectors will look at whether leaders \u201cmake sure that any inclusion base meets pupils\u2019 needs effectively and supports them, as appropriate, to participate meaningfully in wider school activities\u201d.<\/p>\n
They will also look at whether schools have developed and published an inclusion strategy \u201cthat sets out how their overall school funding allocation, including the inclusive mainstream fund, will be used to meet the specific needs of their cohort and improve inclusive practice across the school\u201d.<\/p>\n
From September, leaders will have to show they \u201cengage proactively and in a timely manner with [pupils] and their families to help reduce barriers to their learning and\/or wellbeing\u201d. If they fail to do this, they will not be awarded ‘expected standard\u2019 for inclusion.<\/p>\n
When gathering evidence about an inclusive curriculum and teaching, inspectors will look at whether, when required, curriculum adaptation is \u201ccoherently planned to support progress and create as many opportunities as possible for inclusion with mainstream peers\u201d.<\/p>\n
4. SEND ‘may affect attendance’<\/h2>\n A section about inspection of attendance has been updated to reflect that some schools have a significant proportion of pupils with SEND \u201cthat may affect their attendance\u201d.<\/p>\n
In these cases, inspectors \u201crecognise that this may affect overall attendance or rates of persistent absence.<\/p>\n
\u201cThey therefore pay particular attention to the impact of the school\u2019s work to improve attendance rapidly for these pupils and to maintain improvements over time.\u201d<\/p>\n
Another section has been updated to state inspectors will look at whether leaders have reviewed policies on bullying and mobile phone use. The new guidance also states that inspectors will look at how leaders work with pupils and parents to communicate expectations about phone use.<\/p>\n
5. Support for pupils to meet behaviour expectations<\/h2>\n A section on behaviour now states that inspectors will examine whether leaders ensure \u201cpupils with barriers to their learning and\/or wellbeing are supported\u201d to meet schools\u2019 \u201chigh expectations\u201d.<\/p>\n
In gathering evidence about inclusive approaches to attendance and behaviour, inspectors will look at whether leaders have \u201cworked with parents and the local authority to ensure that pupils with an EHC plan have suitable support to attend and behave well, where appropriate\u201d.<\/p>\n
6. Follow the (unpublished) enrichment framework<\/h2>\n Ofsted has also updated its toolkit with a reference to the upcoming enrichment framework, which has not yet been published by the government.<\/p>\n
Inspectors will eventually look at whether leaders ensure \u201cthat any enrichment is purposeful and varied, having regard to the enrichment framework (where applicable)\u201d.<\/p>\n
7. Allergy safety checks<\/h2>\n The new toolkit includes an additional line in a section about what inspectors will look at when gathering evidence about the management of safeguarding.<\/p>\n
They will check whether leaders \u201chave made arrangements to support pupils with medical conditions and have a dedicated allergy safety policy\u201d.<\/p>\n
And while gathering evidence about safer recruitment, they will look at whether leaders \u201censure that any other required records regarding disqualification under the Childcare Act 2006 are accurate and up to date\u201d.<\/p>\n
8. Safe sleeping and food prep in early years<\/h2>\n A section on inspecting early years provision has been updated to state that inspectors will pay \u201cparticular regard to statutory guidance for safe sleeping arrangements, ensuring that this is understood, implemented and monitored consistently for all children.<\/p>\n
\u201cThey will also ensure that children\u2019s food is prepared and provided in line with their individual needs, developmental stage and any agreed care or allergy plans.\u201d<\/p>\n
Schools won\u2019t be able to meet the \u2018expected standard\u2019 for early years unless they ensure \u201cthat statutory guidance for safe sleeping arrangements and food preparation and provision is well understood and implemented effectively\u201d.<\/p>\n
In fact, the new toolkit states schools are likely to be graded \u2018urgent improvement\u2019 when leaders \u201chave not ensured that statutory guidance on safe sleeping arrangements and food preparation and provision is implemented effectively\u201d.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
The watchdog has updated the guidance inspectors follow when they visit schools. Here’s what you need to know<\/p>\n","protected":false},"author":70,"featured_media":247584,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[25],"post-theme":[2378],"class_list":["post-247579","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-ofsted","post-theme-ofsted"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t