FACE UP and the new Ofsted judgement headings September 2015

Inspectors will make four key judgements, one of which is: Personal development, behaviour and welfare New judgement headings

Personal development: A key focus on pupils’ self-confidence and self-awareness and their understanding about how to be successful learners. Personal development, behaviour and welfare

Welfare: Physical and emotional well-being, including; healthy eating, fitness and mental health awareness. Personal development, behaviour and welfare

There is a close correlation between the grades that schools in the survey were awarded for overall effectiveness in their last section 5 inspection, and their grade for PSHCE. All but two of the schools graded outstanding at their last section 5 inspection were also graded outstanding for PSHCE education and nine were less than good. Findings of Ofsted’s 2013 PSHCE survey

This fits well with the findings of a 2012 DfE report which states that: “Children with higher levels of emotional, behavioural, social and school well-being on average have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.”

The school’s open culture promotes all aspects of pupils’ welfare. Pupils are safe and feel safe. They have opportunities to learn how to keep themselves safe. They enjoy learning about how to stay healthy and about emotional and mental health, safe and positive relationships and how to prevent misuse of technology. Pupils’ spiritual, moral, social and cultural development ensures that they are prepared to be reflective about and responsible for their actions as good citizens. Good personal development

Importance of safeguarding as a golden thread throughout all judgements. Key messages

Increased emphasis on: ensuring that safeguarding arrangements to protect pupils meet statutory requirements, promote their welfare. Effectiveness of leadership and management

Leaders promote equality of opportunity and diversity, resulting in a positive school culture. Staff and pupils work together to prevent any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour. Staff are trained and are increasingly vigilant, confident and competent to encourage open discussion with pupils. Good leadership