Behaviour and safety

Behaviour and safety

The implications of the 2012 framework for inspection

Middle Schools

June 2012

Overview

Changes to the frameworkBehaviour and safetyConsiderations for schools

Key changes to the framework

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In judging the quality of the school, inspectors make four key judgements:

achievement the quality of teaching behaviour and safety leadership and management


Overall effectiveness

This takes account of the four judgements and how the school promotes the pupils’ spiritual, moral, social and cultural (SMSC) development.


From September 2012

We will continue to use a four-point scale

The satisfactory grade will be replaced by ‘requires improvement’

Outstanding (grade 1)

Good (grade 2)

Requires improvement (grade 3)

Inadequate (grade 4)


From September 2012

We will require ‘outstanding’ schools to have outstanding teaching

This does not mean that every lesson seen by inspectors needs to be outstanding, but that over time teaching is enabling almost all pupils to make excellent progress, acquire knowledge, deepen their understanding and develop and consolidate their skills.

Inspectors do not expect to see a particular teaching style.

However, good and outstanding teaching also means that pupils know how well they are doing and what they need to do to improve.


From September 2012

We will expect pupils to make excellent progress in ‘outstanding’ schools

In an ‘outstanding’ school it is likely that the proportion of pupils making, and exceeding, expected progress will be high compared with national figures.

We will also expect pupils’ attainment to be at least in line with national averages, with many pupils attaining above this. There will, of course, be exceptions, but in an ‘outstanding’ school, if pupils’ attainment is below that of all pupils nationally, the gap will be closing rapidly.


From September 2012

We will only judge schools to be ‘good’ if they are providing a good standard of education

Pupils’ starting points are different and our judgements will not be based on attainment alone.

Ofsted’s grade descriptors show that a school can be ‘good’ even where pupils’ attainment is below average but they are making good progress.

Teaching will be judged in relation to the impact it has on pupils’ learning. If teaching is good, pupils should be learning well and making good progress over time.


We will replace the ‘satisfactory’ judgement with ‘requires improvement’

Where a school is not yet a good school, but it is not inadequate, it will be deemed to ‘require improvement’.

Inspection reports will be clear about why these schools are not yet ‘good’, what they need to do to improve, and their strengths.

From September 2012


Raising standards, improving lives

We will continue to inspect ‘good’ schools less frequently than weaker schools

Most schools judged to be outstanding at their last inspection will be exempt from routine inspection, unless concerns are raised about their performance.

Most schools judged to be ‘good’ at their last inspection will be inspected after four or five years, or sooner if there are concerns about the school’s performance.

Further details about the risk assessment process and how Ofsted determines the timing of inspections of schools judged to be good or outstanding at their last inspection can be found in ‘Risk assessment of maintained schools and academies’ at www.ofsted.gov.uk.

http://www.ofsted.gov.uk/



We will inspect schools that ‘require improvement’ earlier than ‘good’ schools

Ofsted will re-inspect schools judged to ‘require improvement’ within a maximum period of two years.

We will work with schools to help them to improve as quickly as possible.

The timing of the next inspection will reflect the individual school’s circumstances and will be informed by what inspectors find at monitoring visits.



We will replace the current ‘notice to improve’ with ‘serious weaknesses’If a school is inadequate overall and requires significant improvement but has leadership and management that are adequate or better, it is likely to be deemed to have ‘serious weaknesses’.

Inspectors will monitor, support and challenge these schools.

Schools which are inadequate overall and which have inadequate leadership and management will be deemed to require ‘special measures’ as at present.


Evaluating behaviour and safety


How good are behaviour and safety in your school?

How do you know?

How does this relate to the grade descriptors?

If you evaluate your pupils’ behaviour as good, ask yourself what it would look like if it was grade 3 (requiring improvement) or how would it need to improve to be outstanding.




Inspectors will evaluate:

pupils’ attitudes to learning and conduct in lessons and around the school

pupils’ behaviour towards, and respect for, other young people and adults, including freedom from bullying and harassment which may include cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability



Inspectors will evaluate:

how well teachers manage the behaviour and expectations of pupils to ensure that all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity

pupils’ ability to assess and manage risk appropriately and keep themselves safe

pupils’ attendance and punctuality at school and in lessons

how well the school ensures the systematic and consistent management of behaviour.


The range of evidence

Judgements on behaviour and safety must not be made solely on the basis of what is seen during the inspection. Inspectors must take into account a range of evidence to judge behaviour and safety over an extended period.



Inspectors should consider

types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment, including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability (As defined in the Equality Act 2010)

the views expressed by pupils, and different groups of pupils, on behaviour and safety, respect for, and courtesy towards others and their views on harassment, racism, homophobia and different types of bullying

the views of parents and carers, staff, governors and others



the extent to which pupils are able to understand and respond to risk, for example risks associated with extremism, new technology, substance misuse, knives and gangs, relationships (including sexual relationships), water, fire, roads and railways

pupils’ attitudes to learning and their behaviour in a range of different teaching groups and settings and their attitudes to staff, including support and administrative staff, new and inexperienced staff and supply teachers

the school’s analysis of and response to pupils’ behaviour in lessons over time, for example incident logs, complaints, the use of exclusion, rewards and sanctions



pupils’ respect for and courtesy towards each other and adults, and their care for school facilities as shown by their behaviour around the school

the impact of the school’s strategies to improve behaviour and attendance, including the use of rewards and sanctions, work with parents and carers, and the following up of absence

rates and patterns of permanent and fixed-period exclusions, including those for different groups of pupils and the impact of the school’s work to follow up and support excluded pupils

the typical behaviour of any pupils who are not in school during the inspection



the school’s response to any extremist behaviour shown by pupils

the number of pupils taken off roll in the last year as a result of factors related to behaviour, safety and attendance

overall and persistent absence and attendance rates for different groups, using data in RAISEonline and the school’s own data; inspectors should note that attendance figures alone should not determine the judgement on behaviour

punctuality over time in arriving at school and at lessons

the behaviour and attendance of pupils who are being educated wholly or partly off site

Making judgements


Making judgements

Good: In lessons, pupils demonstrate positive attitudes towards the teacher, their learning and each other. Their good levels of engagement allow lessons to flow smoothly throughout so that disruption is unusual.

Outstanding: Pupils show very high levels of engagement, courtesy, collaboration and cooperation in and out of lessons. They have excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption.


Making judgements

Good: Pupils, including those with identified behavioural difficulties, respond very well to the school’s strategies for managing and improving behaviour, which are applied consistently. There are marked improvements in behaviour over time for individuals or groups with particular needs.

Outstanding: pupils are highly adept at managing their own behaviour in the classroom and in social situations, supported by systematic, consistently applied approaches to behaviour management. There are excellent improvements in behaviour over time for any individuals or groups with particular behavioural difficulties.


Making judgements

Good: There are few well founded concerns expressed by parents, carers, staff and pupils about behaviour and safety.

Outstanding: Parents, carers, staff and pupils are highly positive about behaviour and safety.

Considerations for schools


Considerations

How consistent are behaviour and attitudes in lessons (over time)? How do you know?

What does your data tell you about behaviour in lessons for different groups, times of day, subjects, days of the week, staff? Actions taken? Impact?

Does behaviour vary between structured and unstructured times?


Considerations

Do you know what pupils think about behaviour in lessons and other times? Have you taken any action on the basis of their views combined with your evidence?

What do different groups of staff think about pupils’ behaviour and the support they receive to manage it? NQTs? TAs? Lunchtime supervisors?

What are parents’ views about pupils’ behaviour and how well incidents are dealt with? Actions taken?


Considerations

What does your data show about the behaviour of groups?

What is your response to this and how effective has this been?

If exclusion is used, is it effective in changing behaviour? Is its use reducing?

What do pupils think about behaviour, bullying, the support they will receive if bullied? Are they used to expressing their views?


Considerations

How consistent are staff at helping to uphold the school’s expectations of behaviour (conduct, uniform, movement around the school, language, behaviour in lessons)?

How consistently is discriminatory language challenged? Racist? Homophobic? Sexist and sexual?


Findings from ‘no place for bullying’ Pupils in all of the schools (56) gave a range of

examples of derogatory or disparaging language that they heard during the school day.

In both primary and secondary schools language heard related to perceived ability or lack of ability, race, religion, sexuality, appearance, family circumstances, and, in secondary schools, sexual behaviour.

This evidence from the pupils was in direct contrast with the views of the staff.

At least some of the staff interviewed in 24 of the primary schools and seven of the secondary schools commented that they ‘never’ heard prejudice-based language, such as homophobic or racist language, or language related to disability, from pupils.


Considerations

How can you demonstrate the impact of your strategies to improve the behaviour of individuals?

How good are the behaviour and attendance of any pupils on alternative provision? Evidence?

How do you know the impact of the taught curriculum on pupils’ understanding of keeping safe?


Considerations

How good are the attendance and punctuality of different groups of pupils? Actions taken? Impact?

How will you present a succinct summary of your evidence to inspectors in advance of the inspection, through your self evaluation (think analysis related to available evidence, not description)


Discussion – sharing expertise

In your school what data do you collect on behaviour and safety?

How do you know what different groups of pupils, staff and parents/carers think about behaviour and how it is dealt with?

How do you analyse and evaluate the different information?

How might you present a succinct summary of your evidence to inspectors, through your self evaluation (think analysis related to available evidence, not description)

How would you show evidence of SMSC?

Documents

Behaviour and safety