Changes to the 2019 Ofsted Framework Focus on Safeguarding

1. Changes to the 2019 Ofsted FrameworkFocus on Safeguarding

2. Guidance Documents • School Inspection Handbook • Inspecting Safeguarding in Early Years, Education and Skills Settings

3. School Inspection Handbook

4. Information which schools must provide by 8am on the day of the inspection Para 53: • records and analysis of exclusions, pupils taken off roll, incidents of poor behaviour and any use of internal isolation • the single central record for the school • records and analysis of sexual harassment or sexual violence • records and analysis of bullying, discriminatory and prejudiced behaviour, either directly or indirectly, including racist, sexist, disability and homophobic/biphobic/transphobic bullying, use of derogatory language and racist incidents • a list of referrals made to the designated person for safeguarding in the school and those who were subsequently referred to the local authority, along with brief details of the resolution

5. Information which schools must provide by 8am on the day of the inspection Para 53: • a list of all pupils who have open cases with children’s services/social care and for whom there is a multi-agency plan • up-to-date attendance analysis for all groups of pupils • documented evidence of the work of those responsible for governance and their priorities, including any written scheme of delegation for an academy in a MAT • a summary of any school self-evaluation or equivalent • the current school improvement plan or equivalent, including any planning that sets out the longer-term vision for the school, such as the school or the trust’s strategy

6. Personal development Para 214 • enabling pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them • enabling pupils to recognise the dangers of inappropriate use of mobile technology and social media

7. Inspecting off-site provision Para 244 • Inspectors must evaluate how well a school continues to take responsibility for its pupils who attend alternative or off-site provision. Inspectors need to be assured that leaders have ensured that the alternative provision is a suitable and safe placement that will meet pupils’ academic/vocational/technical needs, pastoral needs and, if appropriate, SEND needs. Inspectors will speak to a selection of pupils who attend off-site provision, where possible. Para 245 • Inspectors must ask the school about the registration status of any alternative providers that they use. Any provider of alternative provision must be registered as an independent school if it caters full time for five or more pupils of compulsory school age, or one pupil who is looked after or has an education, health and care (EHC) plan. If a school uses alternative provision that should be registered but is not, inspectors will carefully consider whether this affects the likelihood that pupils are safeguarded effectively.

8. Inspecting off-site provision Para 248: Inspectors will consider: • whether leaders have made the appropriate checks on the registration status of the provision • what safeguarding checks leaders have made and continue to make to ensure that the provision is a safe place for their pupils to attend • the attendance and behaviour of the pupils who attend the provision • how well the provision promotes the pupils’ personal development.

9. Safeguarding Para 259 • All schools should have a culture of safeguarding. This means they should have effective arrangements to: • identifychildren, pupils and students who may need early help, and who are at risk of harm or have been harmed. This can include, but is not limited to, neglect, abuse (including by their peers), grooming or exploitation • secure the help that children, pupils and students need, and if required, referring in a timely way to those who have the expertise to help • manage safe recruitment and allegations about adults who may be a risk to children, pupils, students and vulnerable adults. • Inspectors will not grade this aspect of a school’s work. However, inspectors will always make a written judgement under ‘leadership and management’ in the report about whether the arrangements for safeguarding children and pupils are effective

10. Safeguarding Para 268 • The following are examples of what ineffective safeguarding might include. • Safeguarding allegations about staff members are not being handled appropriately. • Children, pupils and students or particular groups of children, pupils and students do not feel safe in school/the setting. • Children, pupils and students have little confidence that the school/setting will address concerns about their safety, including risk of abuse. • For schools: pupils are frequently missing from school (including for part of the school day), but this is not addressed appropriately by staff. • Incidents of bullying or prejudiced and discriminatory behaviour are common.

11. Inspecting Safeguarding in Early Years, Education and Skills Settings

12. Overview • This document has not been significantly rewritten and as such remains broadly the same as that which was published in October 2018. • Throughout the document there is additional wording/emphasis upon criminal exploitation and peer on peer abuse, with further focus upon sexual violence and harassment. • Elsewhere the word internet has been added to/replaced with technology and social media.

13. Specific Changes Paragraph 11 • Adults understand that children’s poor behaviour may be a sign that they are suffering harm or that they have been traumatised by abuse. • In cases of peer-on-peer abuse, staff should consider what support might be needed for the perpetrators as well as the victims.

14. Paragraph 19 • The provider has trained staff to understand how to handle reports of sexual violence and harassment between children, both on and outside school premises. • The setting identifies children or learners who may be at risk of abuse or neglect, or who may need support with their mental health. • As part of the curriculum, children and learners are supported to understand what constitutes a healthy relationship both online and offline, and to recognise risk, for example risks associated with criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism, and are aware of the support available to them

15. Annex 1: Safeguarding requirements for leaders and managers • Meeting their obligations under Section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils at their school with medical conditions.