OFSTED: Inspecting safeguarding in early years, education and skills settings September 2018

The new OFSTED Inspecting Safeguarding guidance was released on Friday 7th September in many ways this contains little that is new or surprising. Importantly, what it does do is bring the guidance OFSTED inspectors are working from in line with Safeguarding guidance, KCSIE 2018, WTSC 2018 and the changes to Disqualification Under the Childcare 2006, released over the summer. Continue reading

Key Points for Schools from Children Missing Education: issued September 2016

Children Missing Education

This is an update on guidance issued January 2015 and will be reviewed by September 2019.

It applies to all schools, including academies and independent schools.

Though this document is aimed at Local Authorities, it contains much that is useful for schools. Particularly the key information on the use of CTF files (para 40-44) and guidance on the 15 grounds for deleting a pupil from the school admission register (page 20: Annex A), so it is essential reading for all in charge of school admission registers. Further important information for schools about attendance and Children Missing Education can be found in Annex A of Keeping Children Safe in Education, September 2016. This is substantially different from the version issued in May 2016, so make sure you are working from the latest version. Continue reading

What is the difference between closing a gap and diminishing a difference?

The release of the new OSTED documents is always a sign for teachers that summer is really over. This year we can breathe a sigh of relief as there seem to be few major changes. However, for those teaching disadvantaged pupils and those with SEND there has been a subtle change of language in the new OFSTED handbook. Gone is the language of ‘closing the gap’ and in its place is ‘diminish the differences.’ Continue reading

‘It’s the children, Stupid!’ Are schools losing the children in the data

Like so many teachers, I spend a lot of my time in pupil progress meetings. At these meetings, we talk about targets and interventions and, in theory, about children. However, much of the conversation is dominated by the data, percentages and the government set thresholds. Increasingly these discussions are dominated by what teachers need to do to ensure that the school’s data  on Raise Online will be good enough to give it  a chance of obtaining a ‘good’ or even ‘outstanding’ grade from OFSTED. Continue reading