The guidance includes the following points (selected extracts) :

Under the revised schools inspection framework from January 2012, safeguarding judgements contribute to the overall judgement of leadership and management.

2. Inspectors must be familiar with the document Ofsted safeguarding policy and procedures which covers children, young people and vulnerable adults, and Management of cross-remit concerns about children’s welfare. All inspectors should be aware of what to do in the event of receiving allegations about safeguarding: actions to take are detailed in Ofsted safeguarding policy and procedures. It is essential that inspectors are also familiar with the content of the Department for Education’s (DfE) guidance for schools, Safeguarding children and safer recruitment in education, which came into force on 1 January 2007 (DCSF) and remains as current guidance.

3. The proposals in the Protection of Freedoms Bill currently progressing through Parliament, will eventually affect some of the government requirements referred to in this guidance.  Further guidance will be issued once the changes are confirmed, covering in particular the nature of pre-recruitment checks that schools will be required to make in future, as well as setting out the conditions where CRB disclosure certificates will no longer be applicable.

5.  The impact of safeguarding arrangements will be tested under the new framework judgement on behaviour and safety. 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.

6. Safeguarding is not just about protecting children from deliberate harm. It includes issues for schools such as:

• pupils’ health and safety
• bullying
• racist abuse
• harassment and discrimination
• use of physical intervention
• meeting the needs of pupils with medical conditions
• providing first aid
• drug and substance misuse
•  educational visits
•  intimate care
• internet safety
• issues which may be specific to a local area or population, for example gang activity
• appropriate arrangements to ensure school security, taking into account the local context.

7. A school’s leaders and managers should be clear about their statutory responsibilities regarding safeguarding and the steps they are taking to develop good practice beyond the statutory minimum. The governing body is accountable for ensuring that the school has effective policies and procedures in place in accordance with the DfE’s guidance, and is monitoring the school’s compliance with this.

8. The guidance indicates that safer practice in recruitment should be reflected in every stage of the process, and that safeguarding judgements need to be made, in differing degrees in relation to all those that a pupil in school may come into contact with, as they may be perceived to be safe and trustworthy adults.  All those who employ people to work in schools must carry out specified recruitment and vetting checks on intended new appointees, particularly identity and qualification checks, and where relevant, Criminal Records Bureau (CRB) checks, barred list checks, and right to work in England checks.

9. Regardless of local authority procedures, it is the governing body’s responsibility to ensure that safe recruitment checks are carried out in line with statutory requirements, currently set out in Safeguarding children and safer recruitment in education. There is no requirement for schools to carry out retrospective checks on current staff – the necessary checks are those that were in force at the time the appointment was made. There has never been a statutory requirement for CRB disclosure certificates to be renewed, and the DfE is renewing and strengthening its guidance to deter schools from such routine re-checks which are considered to be a poor use of resources. Inspectors should avoid giving any impression that Ofsted considers such routine re-checks to be good practice.

11. Schools are required to maintain records of the recruitment checks they make in a single central record (SCR). However, there is no prescribed format or layout for the SCR, as long as it shows the nature of the checks made, the date on which they were made and the identity (for example, function or job title) of those making the checks or entering the details in the record.

12. Inspectors will check the school’s single central register record early in the inspection with the expectation that it will be complete and meet statutory requirements.

13. If there is a minor administrative error such as the absence of a date on the register record, and this can be easily rectified before the final team meeting, schools will be given the chance to resolve the issue.

14. Ofsted has established a definition for ‘administrative errors’ in relation to the single central register record. No allowance will be made, for example, for breaches to the requirements for the Independent Safeguarding Authority’s barred list (Children’s List) and CRB disclosures.

15. Administrative errors may be defined as follows:

•  failure to record one or two dates
• failure to record the name/s of the person/s that carried out the checks
• individual entries that are illegible
• one or two omissions where it is clear that the information is already held by the school but the school has failed to transfer over the information in full to the single central register record.

17. School staff need to be particularly sensitive to signs which may indicate possible safeguarding concerns. This could include, for example, poor or irregular attendance or children missing from education.

18. The inspection framework sets out how Ofsted will report on the way that schools make pupils aware of how they can keep themselves safe and what behaviour towards them is not acceptable.

There are three annexes to the guidance. Governors are mentioned within Annex 2:
“Under the current provisions of Safeguarding children and safer recruitment in education, anyone working as a governor of a school … which involves regular work in the presence of, or care for, children, or training, supervising or being in sole change of children, must have an enhanced CRB check (if appointed after April 2002). CRB checks are not currently required for any other governors. Under the proposed provisions of the Protection of Freedoms Bill, governors who volunteer to work with children will be exempt from this requirement as long as they are appropriately supervised by a member of staff who has undergone such checks.”

Annex 3 lists what might be included in a training programme for a designated member of staff:

“What is set out below is not a prescriptive table of contents for a training programme but a guide which helps inspectors in understanding the principal elements of a training programme. It can vary considerably from authority to authority, and it is often a programme put together by the Local Safeguarding Children Board, in line with the statutory guidance on training published in Working Together to Safeguard Children (2010).

Principal elements of specific training are likely to include the following:

• identification of the signs and symptoms of abuse
• relevant legislation and guidance
• national and locally agreed procedures
• managing disclosures
• confidentiality
• recording and keeping safe records: transfer of information
•  how local statutory services are configured and referral processes
• thresholds for referral
• making referrals
• contact with parents
•  Common Assessment Framework, initial and core assessments, child protection conference and review conferences, child protection plans
• training and supporting staff
• writing a policy, procedures and guidance for staff.”

Access the full guidance here: Inspecting safeguarding briefing 2012 (word doc)

Headteachers will lose the ability to sanction up to two weeks a year of “authorised absence” during term time, according to The Sunday Telegraph. The move is said to be part of new proposals from the Department for Education following a review of school discipline and attendance rates.

The discretionary absence is intended to cover illness, bad weather and bereavements, but many heads come under pressure to grant it so that children can be taken on holidays at times when it is cheaper.

Mr Gove is said to also be planning tougher fines for parents of children who regularly play truant. It is thought that 4.5 million days of schooling are missed by pupils going on holidays, which are often significantly more expensive during school vacations.

Brian Lightman, general secretary of the Association of School and College Leaders representing secondary school heads, said: “The discretionary 10 days has become a bit of a cultural expectation with parents viewing it as a right in some cases. It is not.

“Children only have one chance to get their education right and for schools to do their best for pupils, it is essential that children have good attendance. Parents taking children out to go on holiday just to get a good deal is disruptive and makes life very difficult for teachers.”

A Department for Education spokeswoman said: “This is a leak and we are not commenting on a leak.”

However, in another article, the DfE is quoted as saying:

“Any time out of school has the potential to damage a child’s education,” a senior source at the Department for Education said this weekend. “That is why the government will end the distinction between authorised and unauthorised absence. This is part of the government’s wider commitment to bring down truancy levels in our schools. There will also be stricter penalties for parents and schools.”

The Telegraph reported that: Michael Gove is to abolish the right of head teachers to “authorise absence” from the classroom, which has been used to let families take term-time breaks, and will warn them they face fines for their children not being at school. The move, to be announced by the end of the month, will form a key part of a Government review into school discipline and attendance carried out by Charlie Taylor, a teacher and behaviour expert. At present, head teachers have the discretion to approve two weeks of absence from school for each child, which is supposed to be for illness, bereavement or when children cannot get to school because of bad weather. It is not supposed to be granted for holidays but teachers wary of upsetting parents have widely ignored the rule.

• See the DfE FAQ on persistant absence and School Attendance Guidance

• To provide inspectors with background information about maintained faith schools.
• To explain how these schools will be inspected under section 48 and section 5 and distinguish the differences in responsibility between both inspections.

What are faith schools?

What we call ‘faith schools’ largely fall into three categories: maintained schools with a religious character; academies with a religious character; and independent schools with a religious character. These first two categories are also known as publicly funded schools.

Maintained faith schools resemble all other maintained schools in a number of ways. They follow the National Curriculum, participate in National Curriculum tests and assessments and are inspected by Ofsted. They have fully qualified teaching staff employed in accordance with the national School Teachers Pay and Conditions document; and they must act in accordance with the statutory School Admissions Code.

Similarly, all maintained schools and academies, whether or not they have a religious character, are required to have daily acts of collective worship and to teach religious education as part of their curriculum. Having a religious character gives a maintained school specific flexibilities in the appointment of staff; teaching and inspection of RE; collective worship; admissions policy (although schools are now expected to admit pupils who are not necessarily followers of the particular faith) and the school’s ethos.

For academies, as with maintained schools, being designated as having a religious character has implications for the appointment of staff, and admissions arrangements (see the annex for further information).

Voluntary aided and voluntary controlled

Voluntary aided schools are mainly funded by the state with the foundation responsible for at least 10% of capital works but having greater influence over the school. The governing body runs the school, employs the staff and decides the school’s admission arrangements, subject to rules imposed by central government. Pupils follow the National Curriculum. In these schools, religious education (RE) is to be determined by the governors and in accordance with the provisions of the trust deed relating to the school or, where there is no provision in the trust deed, with the religion or denomination mentioned in the order designating the school as having a religious character.

Voluntary controlled schools have all their costs met by the state and are controlled by the local authority. The land and buildings are typically owned by a charitable foundation, which also appoints about a quarter of the school governors. However, the local authority employs the school’s staff and has primary responsibility for the school’s admission arrangements. Pupils follow the National Curriculum. RE provision in foundation and voluntary-controlled schools with a religious character is to be provided in accordance with the locally agreed syllabus. However, where the parent of any pupil at the school requests that RE is provided in accordance with provisions of the trust deed relating to the school (or, where there is no provision in the trust deed, in accordance with the religion or denomination mentioned in the order designating the school as having a religious character), then the governors must make arrangements for securing that RE is provided to the pupil in accordance with the relevant religion for up to two periods a week unless they are satisfied that there are special circumstances which would make it unreasonable to do so.

Section 5/section 48 inspections

If a school has a religious character, as determined by the Secretary of State for Education and Skills under the School Standards and Framework Act 1998, denominational religious education and the content of collective worship are inspected under section 48 of the Education Act 2005. The inspectors who conduct section 48 inspections are appointed by the school’s governing body in consultation with the appropriate religious authority, and are normally drawn from the relevant faith group’s section 48 inspectorate (for instance, the Catholic Education Service in the case of Roman Catholic schools, in the case of Islamic schools, this is normally the Founding Body which will identify an appropriate inspector to conduct its section 48), although not all faiths have their own organised inspectors in this way. Where religious education is required to be provided using the locally agreed syllabus relevant to the school, as in the case of voluntary controlled schools for example, religious education would be inspected under section 5 of the Education Act 2005.

Although section 48 inspectors inspect acts of collective worship, religious education (RE) (in the case of voluntary aided schools) and or those lessons designated as providing denominational RE (in the case of voluntary controlled schools), section 5 inspectors and inspectors conducting monitoring visits under section 8, may attend acts of collective worship, and may observe lessons in which RE is provided. In such cases, the section 5 inspector will not inspect or report on matters which are the responsibility of the section 48 inspector – generally the denominational content provided. The relationship between section 5 and section 48 inspections is governed by a protocol between Ofsted and signatory faith group inspectorates.

When section 5 and 48 take place at the same time

It would be helpful to establish a dialogue with the section 48 inspectors and discuss, within the terms of the Ofsted Code of Conduct for inspectors, inspection evidence and emerging judgements. Section 5 inspectors can ask to see the schedule used by the section 48 inspectors and work together to avoid overburdening particular staff.

The section 5 report should simply mention that a section 48 inspection also took place in the information about the school. Evidence from the section 48 inspection should not be used in a section 5 report.

Section 5 inspectors should avoid commenting on

• specifically denominational contents of assemblies or RE lessons, but it is acceptable to comment on educational issues such as the contribution of assemblies to pupils’ personal development and spiritual, moral, social and cultural (SMSC), or the quality of teaching in all lessons, including RE
• the specific denominational nature or quality of the school’s ethos, the denominational content of its RE, or collective worship in school. Avoid such phrases as: ‘The school is very successful in promoting a strong Christian, Jewish/Muslim ethos’.

Gender issues

In Muslim and Jewish schools it is possible that the gender balance of the team will need to be considered, particularity in single sex schools. Please ensure that you raise this with the inspection service provider and if possible the team should reflect the gender of the school. Clarify what the school position is on this matter in your initial telephone conversation and other issues relating to etiquette.

Etiquette

This guidance attempts to provide you with some background information to each type of school and the etiquette expected. Even in faith schools that follow the same religion there may be slight differences in etiquette.

Schools within the Christian tradition

Inspection summary

Historically, England is a Christian country, and many of its institutions and traditions are rooted in the Christian faith. This is particularly true of its schools, and, within the maintained sector, the vast majority of voluntary aided or voluntary controlled schools have a Christian basis. Primarily these are Church of England or Roman Catholic. There are currently 4,600 Church of England schools, and 2,000 Roman Catholic schools.

Christian schools that come under the heading of voluntary aided are:

• Roman Catholic
•  Church of England
• Methodist
• Greek Orthodox.

Greek orthodox – section 5 practice

We understand that there is currently one maintained school that is Greek Orthodox. St Cyprian’s Primary School in Croydon follows the National Curriculum, which is supported by teaching of the Greek language and Christian Orthodox religion.

Seventh day adventist schools (evangelical Christian) – section 5 practice

We understand that there is currently one maintained school which is affiliated with the Seventh Day Adventist Church. The church has grown significantly in the United Kingdom over the past half century, largely because of immigration from Caribbean countries. The educational provision in the school is based broadly on the National Curriculum.

The church is represented on the governing body and this individual may also be a member of staff responsible for the pastoral care of students.

Jewish schools – section 5 practice

There are a range of Jewish schools in the maintained sector, from those that are considered ultra-orthodox to those that are regarded as liberal. All of these schools cover the National Curriculum, along with some additional Jewish studies.

• Jewish schools seek to promote a following of Judaism, and the curriculum may consequently be organised differently than in conventional schools.
• In most Jewish schools, there are two curriculum strands: Limmudei Kodesh (religious studies) and Limmudei Chol (non-religious studies). In an orthodox Jewish school, the Jewish studies element can be taught in the morning whilst the secular studies are taught in the afternoon or vice versa. However this arrangement may vary according to individual schools.
• Liberal and reformed schools such as Clore Shalom School, Clore Tikva, Akiva Schools have an integrated curriculum. This usually means that the class teacher is also the Jewish studies teacher. The curriculum therefore will often be cross-curricular, except for the modern foreign language teaching which is often taught by a specialist.
• The majority of Jewish voluntary aided schools have opted to teach Ivrite (modern Hebrew) as their modern foreign language. Schools are given the option to have this inspected either by a section 5 or section 48 inspector.
• Extra-curricular activities and/or enrichment activities often reflect the events in the Jewish calendar. For example, the week leading up to Passover may result in a themed learning week to celebrate and understand the oncoming festival.

Background

The Jewish community has always placed great emphasis on education and on the provision of schools. Its oldest school in Britain, Jews Free School in London, dates back to the 18^th century. There are currently 39 schools in the maintained sector.

Etiquette (please check with the school as this will vary between each school depending on how orthodox the school may be)

Female inspectors will need to wear a skirt rather than trousers and a blouse that covers their arms just below the elbow. If possible, any blouse worn should cover the collar bone. Inspectors should avoid wearing bright colours and in particular red.

Food eaten on site needs to be kosher. It is probably acceptable to take in fruit or vegetables as snacks but all other food should either be eaten off the school site or obtained through the school if that is possible. Many schools are very generous and will often be more than happy to provide food if requested.

In a small school where one inspector is deployed it is important in single sex schools for this inspector to reflect the gender of the pupils. In larger schools a mixed team is acceptable, but it is important to be aware of some of the restrictions that may occur during the inspection. Female inspectors may not be able to inspect some subjects in a boys’ school and male inspectors may not be able to inspect some subjects in a girls’ school.

Menorah Primary school (101341) – although this is one school, in reality boys and girls are taught separately.

Hasmonean High School (101366) is a mixed gender school but in reality the pupils are taught in separate genders on two different sites some distance from one another.

The following schools currently have many pupils from non-Jewish communities: Simon Marks Jewish Primary School, King David schools in Liverpool and Birmingham, Brodetsky Primary School and Jews Free School. Consequently inspectors may find non-Jewish parents complaining about Zionism or Isrealisation. Parental complaints may concern pupils being indoctrinated into a political way of thinking, when in fact the school is trying to teach the pupils about the spiritual connection that Jews have with Israel. The word ‘Zion’ is another word for Jerusalem and non-Jews often confuse this with the phrase ‘Zionist ethos’. In the Jewish faith, a principle which unites the overwhelming majority of the Jewish community is the importance of the land of Israel and the spiritual connection of Jews to it and to Jerusalem. They see the number of references to it in the Old Testament, ancient Jewish text and Jewish prayer books as support of their spiritual connection, each of which predates Zionism by centuries. Jewish schools therefore often teach pupils about the establishment of the state of Israel in relation to their central spiritual aspiration for Jewish people to return to live in the land of their forefathers. Schools will be seen to celebrate its existence. However schools would not be expected to teach their pupils any particular narrative on the conflict or on political issues such as settlement buildings.

Physical contact is forbidden between the sexes – it is important to never offer your hand to shake to someone of the opposite sex.

Prayer will take place three times a day. Morning prayer is between sunrise and 10am, afternoon prayer is between 12.30pm and 4pm and evening prayer is before sunset. Please be aware that you may have to set aside some time for your team member to carry out their prayers or that students may have set times during the day put aside for these prayers.

The Jewish community are alert to any anti-Semitism and will ensure that all students are aware of any possible dangers. On arrival it is usual to be met by security personnel; this is simply part of the security common in Jewish schools. In schools with a large number of Muslim families this can cause some tension.

Muslim schools – section 5 practice

Background

We understand that there are currently 11 Muslim schools in England which have received funding as voluntary aided schools within the last few years.

Most pupils are British Muslims with a heritage from India, Bangladesh or Pakistan. The vast majority of the pupils are second or third generation United Kingdom nationals. A significant minority are children of converts to Islam. More recently, Muslims from Africa, particularly Somalia, and Eastern Europe are attending these schools. A few pupils from Western Europe and the USA or Canada attend the boarding schools.

Inspection summary

These schools are consciously Muslim and seek throughout the curriculum to promote an Islamic ethos.

Muslim schools may well attempt to be creative and try to teach the skills within the National Curriculum within a variety of contexts. As a result inspectors may find schools meeting the requirements of the National Curriculum in a variety of unusual ways. In coming to a decision about the curriculum inspectors may need to ask the school how the curriculum is organised such that the necessary skills within the National Curriculum are taught.

Daily prayers (salat) five times a day will often dictate the shape of the school day. On Fridays the length of prayer may vary and be longer than other days. During the winter there will be two opportunities for prayer during the school day and this will decrease to one during the summer.

During Ramadan, activities such as physical education may be restricted as many pupils will be observing the fast.

During Eid many schools will have celebrations to mark the importance of this event.

Boys and girls may well be taught or seated separately according to the specific context, particularly during collective acts of worship. This should not be taken as a sign of inequality between different genders.

Most schools have a uniform for boys and girls. Most often it is the traditional Asian style clothes representing the Islamic principle of modesty. Girls will cover their head with the ‘hijab’ or scarf. On occasions this is not a requirement of the school but at the pupil’s own request. Inspectors should be mindful to not misinterpret this as a sign of repression but instead to understand that Muslim females see this as a part of their identity and a commitment to their beliefs within Islam. Boys may wear a small cap.

Female staff often cover their heads; some wear the full face covering (niqaab).

Many schools are affiliates of the Association of Muslim Schools in the United Kingdom (AMSUK).

Curriculum

Modern foreign languages provision is usually taught through a South Asian language, Arabic and occasionally other European languages.

Art and music can be restricted but they are still required to teach these subjects as part of the National Curriculum.

Inspectors may find evidence of music being taught through religious worship sessions. The tajweed (recitation of the Qur’an), the singing of Arabic songs (nasheed), the playing of the Duff (drums) and the call to prayer (adhaan). Pupils are taught these from an early age.

Muslim schools will not teach any form of art which portrays the facial expressions of living creatures. However there is no restriction on the teaching of abstract art.

For physical education, older girls will tend to wear tracksuits and cover their heads. Primary schools pupils will be taught physical education together and separated once they reach secondary school.

Schools follow much of the English National Curriculum, and enter pupils for end of key stage assessment tests and GCSE.

Health and sex education will be taught within Islamic studies and often under the umbrella of personal, social and health education unless required by an examination syllabus such as GCSE science. Some schools require it to be taught only by Muslim teachers of the same gender as the pupils.

Etiquette (please check with the school during your initial telephone call)

Schools will have a prayer room and shoes must always be removed before entering this room. Some school staff change into slippers. Inspectors are advised to bring slippers or wear thicker socks. Some schools will have a purpose built mosque on site.

It is important for inspectors to be aware of and respect religious sensitivities.

Muslims greet each other with ‘as-salamu alaykum’ – ‘peace be on you’. The reply is ‘wa’ alaykum as-salam’ – ‘peace be also on you’. If used respectfully on entering a class, the children will respond.

Female inspectors are advised to wear a trouser suit or longer skirt and jacket to cover their arms. Female inspectors are also recommended to carry a scarf in case they enter the prayer room or a mosque when they will need to cover their head.

There is usually no physical contact between males and females who are not part of the same family. Muslim men do not usually shake hands with women, and Muslim women do not shake hands with men, so the best policy is not to offer to shake hands unless someone offers their hand to you.

The hospitality for visitors is usually very generous and an important part of Islam. Food will be halal, which means animals are killed according to Muslim instruction.

It is important to check with the school the etiquette regarding male inspectors entering the classroom of female teachers. In some schools time will need to be given so that the female teacher can cover her head and/or face from the male inspector. Inspectors also need to be aware that they may find themselves providing feedback from a lesson to a teacher that may be wearing a full ‘niqaab’ (face and head cover). In some schools male inspectors will need another female present in order to give feedback to a female teacher.

Sikh schools – section 5 practice

Inspection summary

There are currently four Sikh schools within the maintained sector, all of which are voluntary aided. Guru Nanak Primary and Secondary schools are both part of the Nanaksar Trust. Khalsa Primary School Slough is part of the Slough Sikh Schools Trust whilst Khalsa Primary School  Southall is part of the Sri Guru Singh Sabha Southall Trust. Most pupils are British Sikhs, often second generation. Most of their grandparents will have originated from Punjab, East Africa and more recently Afghanistan. The elders in the community will have played an influential role in creating these schools.

Between them these schools provide full time education for students from three to 18.

The schools are based on the religious teachings of Guru Nanak – the founder of Sikhism.

Many of the teaching staff may be non-Sikh and from other non-religious maintained schools.

Curriculum

These schools follow the full range of subjects in the National Curriculum.

The Sikh faith is taught according to the Rehat Maryada (Sikh way of life) as well as other world religions.

Boys and girls are taught in mixed gender groups for most of the curriculum. Occasionally girls will be separated from boys when being taught physical education and games.

Punjabi is taught to pupils from the age of 3 to 18.

Etiquette

Both male and female inspectors will need to carry a scarf or hat to cover their heads in some areas of the school. Often the school hall doubles up as a prayer space. When entering this space you will need to remove your shoes and cover your head as extracts from the holy book the ‘Guru Granth Sahib’ are often kept on the stage in the hall. Boys and girls will sit on separate sides of the hall during prayer and assembly times.

Sikhs do not eat meat that is killed by ritual, so avoid taking halal or Kosher meat into the school.

The formal Sikh greeting both on meeting someone and departing is ‘Sat Sri Akaal’. This is said by joining hands as if one is praying and means ‘Truth is God’. Inspectors will not be expected to use this form of greeting.

Hindu school – section 5 practice

Inspection summary

We understand that there is currently one maintained Hindu school, in Harrow, established in September 2008. It is a voluntary aided primary school. The school is working in affiliation with ISKCON (the International Society for Krishna Consciousness) as the official faith advisor. Its main sponsor is the ‘Anil Agarwal Foundation.’

ISKCON is a strand of Gaudiya Vaishnavism, part of the Vaishnava community, a monotheistic tradition that reveres Lord Vishnu. Vaishnavism is itself one of four main strands within Hinduism.

Curriculum

Along with the National Curriculum, Sanskrit is taught as a classical language.

As a result of its Hindu heritage yoga is taught as part of physical education along with the more traditional activities seen in this subject.

Music, dance and drama lessons encompass Indian instruments and styles as well as those considered to be western in nature.

Religious education teaches the world religions as well as a focus on faith nurture.

Etiquette

Linked to their religious beliefs, lunches provided by the school are vegetarian. They exclude all meat, fish and eggs (or derivatives thereof) and, anything containing onion, garlic, vinegar and alcohol. Inspectors should ensure that any food taken into the school meets these requirements.

The school has a separate area for prayer and there is a shrine in this room. Pupils will attend prayer on a daily basis and inspectors should remove their shoes before entering this space.

The formal Hindu greeting both on meeting someone and departing is ‘Namaste’. This is said by joining hands as if one is praying. Inspectors will not be expected to use this form of greeting.

Annex A

A) historical information regarding faith schools

Faith organisations have a long and noble tradition in education in this country – from medieval times, through the Reformation, to the present day. This involvement predates that of the state, and catered for all children, especially the most disadvantaged. Between 1811 and 1860 the Church of England founded 17,000 schools through its National Society to offer education to the poor at a time when the Government was not prepared to take on the role. The first Jewish school for the poor was set up in 1732, and from 1852 the Catholic bishops have worked to make available, wherever possible, schools for all Catholic children regardless of their parents’ ability to pay.

Church of England, Catholic and Jewish schools have existed in the maintained sector since the late nineteenth century, along with Methodist and Quaker schools. Until the end of the nineteenth century many Free Church denominations had denominational schools in both the maintained and independent sectors in England and Wales. Although many independent schools with Free Church foundations remain, all except the Methodist Church surrendered their maintained schools to local education authorities after the 1902 Education Act introduced free, compulsory Christian education for all. The 1944 Education Act introduced the current dual system of schools with a religious character and those without a religious character.

B) foundation and voluntary controlled schools

RE provision in foundation and voluntary controlled schools with a religious character

There are alternative forms of RE provision sanctioned for foundation and voluntary controlled schools with a religious character. The applicable form will depend on parental preferences, whether there are provisions in the trust deed and the religious character of the school.

The governors must make arrangements for securing that RE is provided to the pupil in accordance with the relevant religion for up to two periods a week unless there are special circumstances which would make it unreasonable to do so. The religion is that mentioned in the trust deed relating to the school, if there is no trust deed then the order that designates the school as having a religious character is used.

RE is to be provided in accordance with the locally agreed syllabus for pupils whose parents have not made a request for RE to be provided in accordance with the religion mentioned in the trust deed or in the designating Order.

Schedule 19, paragraph 3, School Standards and Framework Act 1998

There are alternative forms of RE provision sanctioned for voluntary aided schools with a religious character

1.      RE should be provided in accordance with the religion mentioned in the relevant provisions of the trust deed relating to the school or, where there is no provision in the trust deed, with the religion or denomination mentioned in the order designating the school as having a religious character. 

Where the parent of any pupil at the school wishes the pupil to receive RE in accordance with the locally agreed syllabus and cannot reasonably conveniently send the pupil to a school where the syllabus is in use. Then the governing body must make arrangements for RE to be provided in the school in accordance with the locally agreed syllabus unless there are special circumstances which would make it unreasonable to do so). If the local authority is satisfied that the governing body are unwilling to make such arrangements, the local authority must make them instead.

Schedule 19, paragraph 4, School Standards and Framework Act 1998

The governing body of any foundation or voluntary school which is designated as having a religious character must make sure that any denominational RE and collective worship is inspected at regular intervals. The person carrying out the inspection must prepare a report on the denominational education. The person who conducts the inspection is chosen by the governing body, or by the foundation governors in the case of a voluntary controlled school, in consultation with a person prescribed in relation to the relevant designated religion or denomination.

C) distinct features of an academy

All academies’ admissions arrangements are agreed with the Secretary of State as a condition of their funding agreement, and must be consistent with the statutory School Admissions Code. The Education Act 2002 repealed the arrangement in the School Standards and Framework Act 1998 that allowed schools with a religious character to reserve places for children of their own faith or denomination. All applicants for school places must be considered, although the School Admissions Code permits faith schools to give priority for admission to children on the basis of religious affiliation. Although academies are not bound by the National Curriculum, existing academies must teach a rounded curriculum including the core subjects. The secondary National Curriculum as a whole has been made more flexible to accommodate a more personalised approach to learning, and all future academies will be required to follow the National Curriculum programme of study in English, mathematics, science and information and communication technology.

Note that the objectives set by the school in relation to the Public Sector Equality Duty, and the annual reporting, are part of the list of statutory documents and policies (issued 2012).

Introduction

1.            Ofsted is bound by the public sector equality duty, its strategic plan and values to advance equality through its inspection of schools. Equality is integral to the inspection framework and the promotion of equality of opportunity for all pupils underpins the school inspection framework. School inspection acts in the interests of children, young people and their parents and carers. It encourages high-quality provision that meets diverse needs and promotes not just equality of opportunity but improving outcomes for all pupils regardless of background.

Statutory requirements

Background

2.            The Equality Act 2010 has replaced and unified all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It aims to ensure that people have equality of opportunity in accessing and experiencing public services The Act provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful and it extends the protection from discrimination in certain areas.

3.            As far as schools are concerned, for the most part, the effect of the new law is the same as it has been in the past – meaning that schools cannot unlawfully discriminate against pupils because of their disability, gender, race, religion or belief, sex and sexual orientation.

4.            Protection is now extended to pupils who are pregnant or undergoing gender reassignment. This means that it is now unlawful to discriminate against a transgender pupil or a pupil who is pregnant or has recently had a baby.

5.            Schools may still have a single equality scheme or separate schemes. It is not Ofsted’s role to dictate the decision a school may take or have taken in regard to this.

The Duties

6.            There are two kinds of duty that schools must meet: the general which is the Public Sector Equality Duty (PSED) and the specific. There are two specific duties; these are that schools should:

• publish information which shows compliance with the PSED and
• publish at least one equality objective.

7.            The specific duties are meant to help schools and public bodies fulfil their obligations under the general duty. They are designed to be flexible, light-touch and proportionate (see annex 1 for further details) rather than being bureaucratic or engender a ‘tick-box’ exercise.

8.            The emphasis is on transparency – making information available so that the school’s local community can see how the school is advancing equality in line with the PSED, and what objectives it is using to make this happen.

9.            By 6 April 2012 the specific duties require schools to have published information showing compliance with the public sector equality duty, plus also at least one equality objective. They will then need to update the published information at least annually and to publish objectives at least once every four years. Examples of possible objectives might be relating to closing gap in attainment in English for different ‘groups’ of pupils that the school has identified as underachieving, or improving the attendance rates of pupils from a background where these may be low. These should be specific and measurable.

Equality and discrimination in schools

10.        Schools must not discriminate against pupils through their admissions policies or in their day-to-day operations, such as in the allocation of pupils to particular classes. There are a few exceptions regarding the following:

• admissions to schools which are single sex or of a religious character
• school curriculum and collective worship are not covered by legislation affecting discrimination on grounds of religion or beliefs
• schools may treat disabled pupils more favourably than others if it prevents them being at a disadvantage
• age discrimination legislation does not apply to the treatment of pupils or provision of education.

11.        Schools and local authorities must carry out accessibility planning for disabled pupils. These are the same duties that previously existed under the Disability Discrimination Act and have been replicated in the Equality Act. Schools must implement accessibility plans which are aimed at:

• increasing the extent to which disabled pupils can participate in the curriculum;
• improving the physical environment of schools to enable disabled pupils to take better advantage of education, benefits, facilities and services provided; and
• improving the availability of accessible information to disabled pupils, parents and carers.

12.        Schools will also need to have regard to the need to provide adequate resources for implementing plans and must regularly review them. An accessibility plan may be a freestanding document but may also be published as part of another document such as the school development plan.

13.        Inspectors discuss with each school how it is meeting statutory requirements and evaluate and report on the impact of the school’s actions. This might include a school’s accessibility plan as part of the evidence.

Equalities and inspection

Overview

14.        The public sector equality duty requires schools to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and foster good relations for pupils, staff and others using school facilities.

15.        Meeting these three requirements contributes greatly to achieving outstanding progress and attainment because achievement of these aims means that pupils work – whether it is in class or in the school – in an ethos and atmosphere of dignity and fairness, where they are free to develop themselves, knowing that differences are respected and they are encouraged to become independent learners and take responsibility for their actions and become good citizens.[1] The inspection framework as a whole and in the four main judgements therefore looks at how a school meets diverse needs and advances equality through its focus on how schools:

• secure and maintain excellent teaching, learning and assessment for all pupils;
• ‘narrow the gaps’ in achievement between different groups and national standards;
• ensure pupils are free from bullying in all its manifestations including all types of prejudice-based bullying;
• deal with unacceptable behaviour and disruptions to learning;
• build cohesive school communities where all pupils can thrive.

16.        An evaluation of how effectively the school actively advances  equality of opportunity,  tackles discrimination and fosters good relations will contribute to the key judgements.

17.        A key aspect in relation to equality to be inspected and reported on is how well the school is promoting the pupils’ spiritual, moral, social and cultural development. Schools should have strategies for promoting and monitoring participation by learners in all the opportunities that the school provides and strategies for tackling any discriminatory or oppressive behaviour. Inspectors should consider how well  schools  know about which groups of pupils are benefiting from extra support or opportunities or not.

18.        If inspection evidence raises concerns about the school’s promotion of equality of opportunity and tackling discrimination, for example where a pupil is bullied or a particular group of pupils is being bullied or is persistently underachieving, then inspectors may need to examine the school’s policies to determine whether these are sufficiently robust, and if so, whether they have been adhered to..

19.        Senior staff and governors should know about the relative attainment and progress of different groups of pupils, monitor their performance and other data relevant to improving outcomes. For example, the school should be aware of gender imbalances in ‘upper ability’ groups, and which groups of learners, for example by ethnicity, are participating in after-school sport. This is information the school needs to help tackle underachievement and any concerns related to the behaviour and safety of different groups of pupils; it may help to show what action is being taken to tackle any discrepancies, for example, in the promotion of spiritual, moral, social and cultural development of different pupils.

20.        The school should also be taking active steps to promote its relationships with all parents/carers and pupils and also those in communities or from groups that it finds hard to reach.

21.        It is expected that schools track and analyse progression information, for example, the proportions of pupils who continue education, training or enter employment and identify whether there are any barriers for particular groups of pupils.[2] This will enable schools to evaluate the curriculum and the subject choices of pupils.

Evaluating impact: further guidance

22.        The specific areas below illustrate aspects mentioned above that inspectors may want to follow up at inspection to provide evidence of how a school advances equality, demonstrating due regard to its duty. Inspectors will look at the impact of actions based on analysis and use of data, not whether data are collected. The points are not exhaustive and they are not a checklist, they are indicators to guide inspectors’ evaluation.

Achievement of pupils at the school

It is expected that schools have data about the school population and differences of outcome. For example,

• The school has and analyses up-to-date data on the composition of its pupils broken down by year group, ethnicity and gender, and by proficiency in English.[3] This will include detail about significant differences in attainment between girls and boys, and between pupils of different ethnic backgrounds. The evaluation schedule (page 5) has an illustrative list showing different groups of pupils whose performance schools should monitor.
• The school uses entry and transition information to shape provision to meet the diverse needs of pupils.
• The school has data on its pupils broken down by types of impairment and special educational need[4].
• The school has data on inequalities of outcome and participation connected with ethnicity, gender and disability, and with proficiency in literacy and numeracy.[5]
• The school uses data on inequalities of outcome and participation when setting itself objectives for achievable and measurable improvements.
• The school has clear procedures for supporting the educational achievement of pregnant pupils and young parents.

Teaching

For example,

• Focused attention is paid to the needs of specific groups of pupils, for example those who are learning English as an additional language or disabled pupils and those who have  special educational needs and there is extra or special provision for certain groups, as appropriate to the school and its circumstances.
• There is coverage in the curriculum of equalities issues, particularly with regard to tackling prejudice and promoting community cohesion and understanding diversity.
• There are activities across the curriculum that promotes pupils’ spiritual, moral, social and cultural development.
• Seating and grouping arrangements help to foster good relations and respect between different groups of pupils.
• Teaching and curriculum materials in all subjects have positive images of disabled people; of gay and lesbian people; of both women and men in non-stereotypical gender roles; and of people from a wide range of ethnic, religious and cultural backgrounds.

Behaviour and safety

For example,

• There are clear procedures for dealing with prejudice-related bullying and incidents, and appropriate staff training that equips staff to identify and deal with this effectively. The different evidence from inspection confirms effectiveness of a school’s approach.
• Questionnaires and focused discussion groups show that all pupils feel safe from all kinds of bullying, harassment and oppressive behaviour.
• Pupils and staff are respectful of each other and this includes behaviour that does not disrupt the learning of others.
• Pupils are confident that staff will address all issues of discrimination and prejudice including the use of derogatory language. 

Leadership and management

For example,

• School evidence can demonstrate positive action of how the school is advancing equality and tackling discrimination; for example, in a statement of overarching policy, references in the school improvement plan or its self-evaluation documents, the prospectus, routine bulletins and newsletters, and occasional letters to parents and carers.
• Staff and pupils can point to clear leadership and management responsibility for equality.
• The governing body demonstrates its impact on the school’s promotion and advancement of equality of opportunity and outcomes.
• Minutes of governors’ meetings, staff meetings and senior leadership team meetings, and the minutes of the School Council demonstrate the school’s responsibilities under the Equality Act.
• Before introducing important new policies or measures, the school carefully assesses their potential impact on equalities, its current and prospective pupils and parents, positive or negative, and keeps a record of the analysis and judgements which it makes. The data are available for public scrutiny.
• The school’s programme for continuing professional development (CPD) is inclusive of all staff and includes equalities matters, both directly and incidentally. Inspectors can identify clear evidence of impact at inspection.[6]
• There is good equal opportunities practice in the recruitment and promotion of staff, both teaching, support and administrative.
• Evidence from parents and carers and other stakeholders will show the effectiveness of the school’s procedures for consulting and involving parents and carers, and for engaging with local groups and organisations; these will have regard for the concerns and requirements of the Equality Act.[7]
• Evidence from pupils will show how the school makes improvements for all pupils based on how pupils individually and collectively think and feel about the school.
• Evidence from parental questionnaires reveal no prejudice or discrimination of a group or individual.

Writing the report: Good practice

• Details of different groups of pupils in the ‘information about the school’ section provide important background for reporting on equalities. Reference to these groups should be made in the body of the report. In particular, any underperforming groups should be identified, the reasons explored, and particular reference made in the report. Explicit reference should be made about the quality of provision and outcomes for pupils of different groups where these differ from the rest of the school and all pupils nationally. If no performance data is available due to the type of school or size of the cohort then specific reference should be made to the evidence sources and its impact on the judgement being made. Each section of the report should include detailed examples to demonstrate how effectively the school is advancing equality of opportunity, fostering good relations and tackling discrimination.
• Care must be taken by inspectors when reporting on equality for individuals and/or very small groups to safeguard their identity. This applies to the ‘information about the school’ and the reporting of outcomes. As stated in the report writing guidance care must also be taken to avoid commentary which may be construed as negative and/or may offend parents and carers. For instance, quote the percentage of pupils in a particular group without stating ‘A minority of …’
• The section in Ofsted’s style guide on Inclusive language, paragraphs 57 to 68, and the glossary provide further guidance.

Annex 1 – The Brown Principles

There are six principles, called the Brown Principles, established by case law that underpin what due regard means: awareness, timeliness, rigour, non-delegation, continuous, and record-keeping:

• awareness – all staff should know and understand what the law requires
• timeliness – the implications for equalities of new policies and practices should be considered before they are introduced
• rigour – there should be rigorous and open-minded analysis of statistical evidence, and careful attention to the views of staff, and the views of pupils and their parents and/or carers
•  non-delegation – compliance with the PSED cannot be delegated
• continuous – due regard for equalities should be happening all the time
• record-keeping – it is good practice to keep documentary records, for example in the minutes of staff meetings and governor meetings.

Annex 2 contains examples of national projects and award schemes in which schools can participate:

• The Accord Coalition Inclusivity Award;
• Black History Month;
• Bullying Intervention Group;
• Disability History Month;
• EQualities Award;
• Gypsy, Roma and Traveller History Month;
• LGBT History Month; Refugee Week;
• Rights Respecting Schools Award;
• Stephen Lawrence Education Standard;
• Stonewall School Champions.

Annex 3 – Survey reports for further reference

Ofsted’s survey reports have detailed information about how equality and diversity have been successfully put into practice and examples of good practice. The list below is not exhaustive but gives an example of the range of reports available for further reference.

• Alternative provision, reference no: 100233. June 2011
• Excellence in English, reference no: 100229. May 2011
• Girls’ career aspirations, reference no: 090239. April 2011
• Tackling the challenge of poor numeracy skills – why some teaching and learning adds up while other provision falls short, reference: NR- 2011-15. April 2011.
• Removing barriers to literacy, reference no: 090237. January 2011
• The special educational needs and disability review. A statement is not enough, reference no: 090221 2010. September 2010
• Equalities in action, reference no: 080272 March 2010
• Reducing the numbers of young people not in education, employment or training: what works and why, reference no 090236 2010
• Characteristics of outstanding secondary schools in challenging circumstances: Ofsted 2009
• Twelve outstanding special schools. Excelling through inclusion: Ofsted 2009
• White boys from low-income backgrounds: good practice in schools, reference no 070220. July 2008
• Twelve outstanding secondary schools – excelling against the odds, reference 080240, Ofsted, 2009
• Twenty outstanding primary schools – excelling against the odds, reference 090170, Ofsted, 2009.
• Learning outside the classroom How far should you go? Reference no: 070219. October 2008
• Parents, carers and school, reference no: 070018. Ofsted July 2007.
• Inclusion: does it matter where pupils are taught? Provision and outcomes in different settings for pupils with learning difficulties and disabilities. Reference no: 2535 July 2006

 Annex 4 -Reporting on equality characteristics and groups

Context

The reviewing of reports by the equalities and human rights team, the quality assurance and complaints team teams has highlighted two issues relating to the reporting of ‘groups’ and characteristics, including the protected characteristics as defined in the Equality Act, 2010.

Issue

The two issues are:

• How to protect the identity of an individual or individuals where numbers are low.
• How to report on the groups and/or characteristics in a sensitive and clear way that identifies issues facing the individuals and avoids possible reinforcement of stereotyping that it is intended to highlight for action.

These issues are still pertinent since inspectors will continue to inspect and report on the achievement of different groups of pupils – the evaluation schedule for schools, January 2012 has an illustrative list on page 5 – and learners in the revised inspection frameworks.^[8]

Guidance

Inspection guidance, training and updates should continue to emphasise that care must be taken by inspectors when reporting on equality for individuals and/or very small groups to safeguard their identity. This applies to the description or background information of a provider and the reporting of outcomes. The writing guidance on reporting has advice on how to report on proportions.

For example omitting numbers if they are small such as ‘the home caters very well for the [three] disabled children it looks after’, as long as the meaning is not lost and it does not give a misleading impression.

The section in Ofsted’s style guide on Inclusive language, paragraphs 57 to 68, and the glossary provide clear guidance on this.

Language can play an important role in promoting (or undermining) social equalities. Using inclusive language avoids inadvertent bias. There continues to be debate among interested groups about the most appropriate vocabulary, and we recognise that some people will prefer terms other than those approved by Ofsted and recommended in this guide. The terminology used here reflects the language used in relevant legislation and associated codes of practice. This guide was prepared following consultation involving Age Concern England, the Equality and Human Rights Commission (EHRC), Mencap, Participation Works, the Royal National Institute of Blind People (RNIB), the Royal National Institute for Deaf People (RNID) and Stonewall. It also reflects Ofsted’s equality schemes, which were subject to extensive consultation. Please see the Glossary at the end of the guide for information on specific terms not mentioned in the following paragraphs.

Treat people as individuals; no race, class, gender, sexual orientation, age group or religion should be stereotyped or arbitrarily given a leading or subordinate role.

If writing about adults, refer to ‘men’ and ‘women’. Use ‘male’ and ‘female’ only where the age range referred to includes adults, young people and children.

Ofsted prefers to use the terms ‘disabled person’ and ‘disabled people’ rather than ‘person with a disability’ and ‘people with disabilities’. The social model of disability explains that impairment does not have to lead to disability. Disability occurs when people are excluded, because of their impairment, from something that other people in society take for granted, such as the opportunity to attend an event or take part in an activity, to be kept informed or make use of a service, to live independently or earn a living, or just to make choices for themselves.

Ofsted’s current position is that the term ‘minority ethnic’ is preferable to ‘black and minority ethnic’ as a collective term for ethnic groups that are minorities in Britain. When referring to black people or groups, it is appropriate to use ‘Black’, with an initial capital, as this form has become a signifier of social, cultural and political identity.

‘Black’ and ‘White’ should both have initial capitals when they form part of a specific census category, such as ‘Black Caribbean’ or ‘Any other White background’. These categories may appear in questionnaires and survey results.

Gypsy and Traveller should have initial capitals.

When referring to a person’s sexual orientation, it is appropriate to describe someone as heterosexual, lesbian, gay or bisexual. The term ‘homosexual’ is not used. Stonewall recommends that the word ‘lesbian’ should be used as a noun (for example, ‘she is a lesbian’), and that the words ‘gay’ and ‘bisexual’ should only be used as adjectives. When referring to a group or community of people who are not heterosexual, it is appropriate to use the collective term ‘lesbian, gay and bisexual people’. This is often abbreviated to LGB people, but Ofsted style prefers to avoid abbreviations where possible.

 ‘Transgender’ is an inclusive term used to reflect the diversity of gender identity and expression. Because of a related history of inequality, it has sometimes been added to ‘lesbian, gay and bisexual’ (see above) to produce ‘lesbian, gay, bisexual and transgendered people’. However, this is best avoided, as gender and sexual orientation are different categories. In equalities monitoring questionnaires, they should appear in separate sections.

Refer to ‘older people’, not ‘old people’ or ‘the elderly’.

From age 14, refer to ‘young people’, not ‘children’.

Referring to ‘vulnerable young people’ or ‘hard-to-reach groups’ may give the impression that these are innate characteristics. At the first mention, it is better to refer instead to ‘young people whose circumstances have made them vulnerable’ or ‘groups whose circumstances have made them hard to reach’.

To avoid giving offence and possible idea of stereotyping, use of ‘The’ in relation to people or groups of people requires forethought and care about the meaning conveyed, even though this may be a nuance. For example ‘the Poles represent a large section of the community’ might be more sensitively expressed as ‘The town/area has a large Polish community’.

Protected Characteristics

The following are the protected characteristics under the Equality Act 2010:

• age;
• disability;
• gender reassignment;
• marriage and civil partnership;
• pregnancy and maternity;
• race;^[9]
•  religion or belief;
• sex;
• sexual orientation.

 (The protected characteristics of ‘age’ and ‘marriage and civil partnerships’ do not apply to schools.)

As a school governor, should I be concerned about fraud? This is the advice from the Audit Commission on protecting the public purse, published November 2011. They say:

Yes, school staff are usually completely trustworthy, but things can sometimes go wrong. This can have dire consequences for a school. Anyone can be subject to pressure or temptation. Those who have high levels of control and low supervision may be tempted.

Types of risks particular to schools include:

• wages and overtime claimed fraudulently;
• fraudulently contracted work or pay for contractors;
• misappropriating money for school trips or petty cash; and
• lack of regular scrutiny by senior management, governors and internal audit.

Some school governors are unsure what to challenge and or scrutinise in detail. Here are two cases where things went wrong.

A secretary worked at a school for nine years. She was responsible for paying invoices and managing accounts. She was due a pay rise; the headteacher signed the necessary form but soon after left the school. After the postholder left, the secretary forged the headteacher’s signature and backdated her pay rise. She also forged signatures on school cheques with which she paid her own debts. The secretary was then off work ill and the new headteacher discovered the backdated pay rise in the school accounts. More investigation led to the forged cheque being discovered. The loss to the school was £20,000.

A special-school headteacher falsely claimed expenses to finance trips to the horse races. He used school funds to pay his own mobile phone and petrol bills. The headteacher was helped in the theft by the deputy headteacher, who was complicit in the fraud. The loss to the school was £90,000.

School governors share a responsibility for protecting taxpayers’ money

As a school governor you have a special additional role. As governors you are individually and collectively responsible for proper control of your school’s finances. The buck does not stop with the financial administrator.

Being a school governor means putting the interests of taxpayers and children first. School governors have a responsibility for the sound finances and reputation of their school.

Hopefully, you will have productive and friendly working relations with your school staff. However, in some places these friendships become too close.

If you think something is not right, say so.

Do:

• act quickly;
• record your concerns – the more detail the better; and
• tell someone – for example, call the internal or external auditor.

Do not:

• accuse anyone you suspect directly;
• investigate the matter yourself;
• do nothing; or
• be afraid.

Indicators of fraud can be behavioural, financial or organisational.

Behavioural indicators

• Increased stress for no obvious reason.
• Hesitancy, avoidance or confrontation when asked direct questions.
• Secretive or economical with the truth.
• Personal problems, including financial problems, alluded to but not shared. 
• Reluctance to take holiday entitlement.
• Poor work practices, including bending rules, or using ‘short cuts’.
• Constant complaints about the person from others.
• Person works late for no obvious reason.
• Lifestyle not equal to income.

Financial and organizational indicators

• Late or poorly presented accounts.
• Accounts and documents not circulated in advance.
• Accounts that do not balance.
• Financial inaccuracies that cannot be explained clearly.
• Poor records and minutes.
• Lack of openness and transparency, key decisions taken outside meetings.
• Poor forward planning.
• Final demands and ‘red letters’ received by the school.

For more information contact the Audit Commission

Alan Bryce, Head of Counter Fraud
0844 798 2343 / 0776 644 2593
a-bryce@audit-commission.gov.uk

Duncan Warmington, Technical Specialist Counter Fraud
0844 798 2271 / 0787 960 8945
d-warmington@audit-commission.gov.uk

 END

• See also the National College guidance on the principles of school finance.
• The new Schools Financial Value Standard, the replacement for FMSiS
• DfE page on school accounts
• DfE pages on Schools Financial Management

What’s happening instead? In its place, legislation is to be drawn up to require schools to publish certain key information, including admissions and SEN policies, curriculum plans, how the pupil premium has been used, and details of reading schemes. This is to be introduced from September 2012.

What about the school prospectus? Although the legal requirement to produce a hard copy prospectus has now ceased, any parents unable to access the online pages will be able to request a printed version. (C2G: ie a bit like having a prospectus …)

Where will the online information be held?
The guidance from the DfE doesn’t identify where this information is to be held, but it is possible that every school will be expected to have its own website – watch this space for updates. You may wish to evaluate what information is already available on your school website – a check list of (C2G’s) suggestions is here.

A statement from DfE on the withdrawal of the school profile: (Feb 2012)

“The existing duty placed on maintained schools in England to prepare and publish a School Profile has been ended with effect from 1 February 2012, with the coming into force of Section 32 of the Education Act 2011. Since its introduction in 2005 the School Profile has not met its intended purpose as only 30% of schools met the legal requirement to publish a Profile, so the Government has repealed it. Abolishing the School Profile removes additional bureaucracy on schools to provide information that is widely available elsewhere, such as school websites and newsletters.

In addition, as part of the Government’s commitment to free all schools from unnecessary bureaucracy, it has also been agreed to remove the duty on schools to produce an annual school prospectus or to have a curriculum policy, to avoid duplication of effort, and unnecessary cost.”

The DfE say: “With the increased freedoms afforded schools, however, there has to be increased transparency and accountability to ensure parents continue to receive the information they need to make the best decisions and choices about their children’s education and for communities to hold schools to account. “

“As such, rather than publishing a School Profile, curriculum policy or annual prospectus, it is the Government’s intention to introduce new regulatory requirements for schools to publish key information online. This will include information about their admissions and special educational needs policies; details about the school’s curriculum by year and by subject, and information about the use of the pupil premium (school-wide) and reading schemes.

For those parents who cannot access the internet or who find hard copies of materials more accessible, the regulations will require schools to continue to provide a hard copy where parents request it – this can be simply met by printing a hard copy of the online information. Subject to the secondary legislation being passed, this new requirement will take effect from the beginning of the 2012/13 academic year ie. September 2012. ” END

Background: School Profiles were designed to enable schools to communicate with parents about the school’s progress, priorities and performance. Profiles were published online. The requirement to publish a school profile was repealed in Section 5 of the Education Act 2011, with the necessary legislation coming into force in February 2012. 

A profile contained the following information:

• the school’s successes
• details of extra-curricular activities
• health and safety information
• the school’s response to the latest Ofsted report

This kind of information may well be on your own school website already – checklist here.

C2G note: What sort of things does this power apply to? In the past two years, this power has been granted three times to allow:
a) flexibility in charging for school meals, and
b) to continue a previous trial of video-conferencing / e-voting at governors’ meetings at one named school, without the requirement for governors to be physically present.
Three years ago (in 2007/8), there were five orders made, covering these areas: Governance and leadership of school federations and joint-working arrangements, curriculum development and flexibilities, admission of pupils to special schools and changes to the length and structure of the school day

“The Power to Innovate can only apply to education legislation. It cannot be used to gain exemption from other types of legislation, for example, health and safety legislation, employment or contract law, or the law regulating charities.

Power to Innovate allows schools, foundations, colleges of further education, and local authorities, to think innovatively. To test ideas on how best to tailor education provision in order to raise educational standards and improve outcomes for pupils and students.

Project outcomes

Where outcomes of Power to Innovate projects show positive impact, the Department will consider whether it would be desirable – from a policy perspective - for education law to be changed. The Department may make recommendations to ministers. However, it is possible that ministers would not choose to adopt every idea more widely through legislative change.

The annual reports provide information on projects which have already taken place.”

How do we apply for an order? Information is available from the DfE site.
“The Department provides advice and a central point of contact for schools, and two documents have been made available to inform and support applicants. These are: “Power to Innovate: Guidance to Applicants” and “Power to Innovate: Application for Order”. Both are available to download from http://www.education.gov.uk/schools/leadership/schoolperformance/a0014624/power-to-innovate

5. The guidance informs potential applicants of the process and the criteria they should take into account when applying. It reinforces the need for applicants to demonstrate:

• how their proposal contributes to the raising of educational standards;
• that their proposal has regard to the need for the school to have a balanced and broadly based curriculum;
• that they have considered the likely effect their proposal would have on all children who may be affected by it;
• that the proposed Order would not have a detrimental effect on pupils with Special Educational Needs;
• that they have undertaken appropriate consultation;
• the specific piece of legislation that needs to be disapplied; and
• an appropriate exit strategy once the Order has run its course, should the disapplication not be carried into general legislation.

Who can apply and what are the criteria? Information here
Further information is available from:
The Power to Innovate Manager,
School Collaboration, Organisation and Fair Access Division,
Department for Education, Area D, Level 2, Mowden Hall
Darlington
DL3 9BG
Telephone: 01325 735764
Email: pti.team@education.gsi.gov.uk

The application process page states – “Please note: There is no additional Department funding attached to the Power to Innovate initiative. It is important that funding is already sourced to meet the entire cost – if it is expected that proposals will incur costs.”

How many orders have been made since the Power to Innovate was given?

 In 2009/10, only one order was made, which affected 95 primary schools in Bolton. 

The 2009/10 report said: “The Order exempts the Bolton Metropolitan Borough Council from requirements in the Education Act 1996, for local authorities to charge every person the same price for the same quantity of the same food. The Order allows the Authority and those schools that have a delegated budget for school meals, to offer a range of promotions to encourage the take-up of primary school meals and to assess the impact of this on the behaviour and performance of pupils. The provision of a discounted school meal has the opportunity to influence the eating habits of a significant number of young children particularly those being introduced to schooling, and potentially to have an impact on healthy eating within the family setting.”

In 2008 /9, two orders were made.

1. The first Order allowed all primary and special schools maintained by North Yorkshire County Council to operate a two-tier meal charge in their primary schools for a three-year period; with a lower charge (£1.80 instead of £2.00) for siblings where more than one child from a family was regularly taking a meal at a school (including special schools). “The Authority expects this to assist hard pressed families in affording nutritionally balanced school lunches for their children which will improve pupil well being, encourage take-up and bring about better concentration and behaviour in pupils in the afternoon and so raise educational standards.”

Order 2: “This Order extends a 2006 Order (SI 2006/1078) which exempts the governing body of Monkseaton Community High School in North Tyneside from certain requirements contained in the School Governance (Procedures) (England) Regulations 2003, as amended. Specifically, the Order relaxes the requirement for all governors to be physically present at governing body meetings, and allows the use of technology such as e-voting and video conferencing when making governing body decisions. The governing body have previously found that this relaxation has helped attract new parent and corporate governors to the school, and has helped ensure all governors can play a full role in the effective management of the school.”

Over half a million additional children will also qualify for the premium as the scheme now covers any child that has been registered for Free School Meals (FSM) in the past six years. For 2012-13, the premium will be worth £1.25 billion in total.

“Children who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. In 2009-10 GCSE statistics showed that around a third of pupils who have been on Free School Meals in the previous six years achieved five or more A*- C grades, compared to more than two thirds of their fellow pupils.  Pupils at secondary school are also less likely to be registered for Free School Meals even when they are eligible and so are more likely to be picked up by this approach.”

The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at pupils from disadvantaged backgrounds to ensure they benefit from the same opportunities as pupils from less deprived families. For 2011/12, the premium was worth £488 and went to children who were currently on Free School Meals. Children in care who have been looked after by local authorities for more than six months also qualify for the Pupil Premium.

Extra funding through the Pupil Premium is set to continue, with total funding due to rise to £2.5 billion a year by 2014-15.

The Department for Education is also reminding schools and parents to make sure those children eligible for Free School Meals are registered as soon as possible (ie before the Pupil Census Day on 19th January 2012) so that schools receive the funding.

Up to £50m will be used to support a Summer School programme to help the most disadvantaged pupils make the transition from primary to secondary school.

It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

To monitor progress on attainment, new measures will be included in the performance tables that will capture the achievement of pupils covered by the Pupil Premium. From September 2012, we will also require schools to publish online information about how they have used the premium. This will ensure that parents and others are made fully aware of the progress and attainment of pupils covered by the premium.

Service children premium

From April 2012, the Government will provide a £250 per pupil premium to schools with service children – up from £200 this year. Currently 45,000 service children are eligible, which would mean they would benefit from around £11 million.

Our servicemen and women risk their lives for this country and it is a key part of the Armed Forces Covenant that we support their families. Whilst the attainment by service children on average is above that of their peers, they face unique challenges and stresses. The extra funding will help schools can focus on providing this additional, mainly pastoral, support. (See also: Governance of SCE Schools)

ENDS (Based on info from DfE news page Jan 6th 2012)

Notes: Information on illustrative Pupil Premium allocations to schools  For 2012-13, the Pupil Premium funding totals £1.25 billion – £1.2 billion for the Pupil Premium to schools, and another £50 million for a summer school programme to help the most disadvantaged pupils make the transition from primary to secondary school. Further information about the summer school programme, including how schools can access funding, will be made available in the New Year of 2012.

“We know children who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. Current attainment data (2009-10) shows that at GCSE 32.8 per cent of pupils who have been on free school meals in the previous six years achieved five or more A*-C grades in GCSE compared to 63.5 per cent.”

Service Children’s Education (SCE) is an Agency of the MOD and is dedicated to the education of the children of Her Majesty’s Armed Forces, MoD Personnel and sponsored organisations stationed overseas.

“SCE seeks to provide a first class system of schools and educational support services and aims to provide an effective and efficient education service, from Foundation Stage through to sixth form, and to enable children to benefit from their residence abroad.

Our schools follow the National Curriculum (England), administer national assessments and public examinations, and are inspected by Her Majesty’s Inspectorate (HMI). Teachers in SCE schools must have recognised UK professional qualifications and the majority are recruited specially from the United Kingdom for service in our schools.

Our examination and assessment results place us among the leading Local Authorities in the United Kingdom. Reports by Ofsted have been consistently good and compare very favourably with those made on UK schools. The work of schools is backed by our own Inspection Advisory Service which provides the necessary in-service training facilities to ensure that our schools are conversant with developments in the United Kingdom.”

 Service Children’s Education is the ‘Appropriate Authority’ in terms of governance of the school. In addition there is a School Governance Committee whose role is to provide a strategic view; act as a critical friend and ensure accountability.

A Parents’ leaflet gives the following information:

Every SCE school has a School Governance Committee (SGC). SGCs have the full backing and support of the Adjutant General and myself as, amongst other things, they play an increasingly important role in monitoring and supporting the work of the school and in particular the work of the headteacher.

SCE schools are keen to attract people in the community who can bring energy, experience and fresh ideas. Those who would make very good members of the School Governance Committee (SGC) might be put off because they think they need to be an expert. Not so – interest, enthusiasm and commitment are much more important.

As with governors in the UK, members of the SGC bring a wealth of experience and interests from many walks of life. SGC members work closely with the school and HQ SCE to help make good decisions and secure the best possible education for the children.

If you’ve never thought of putting yourself forward, but believe schools should give children the best start, please contact your local school.

David G. Wadsworth (Chief Executive)

The leaflet goes on:
 There are lots of ways in which you can donate expertise to your child’s school, but one of the most important and responsible is becoming a member of the School Governance Committee.

What do School Governance Committees (SGC) do?

The SGC is a team of people who work closely with the Headteacher to help make key decisions vital to the successful running of the school.

The SGC contributes to decisions that directly affect the education and well-being of the children. It plays an important role in improving standards throughout the school and in monitoring the school’s budget. In other words, it’s a very meaningful role!

How do I volunteer to join the SGC?

SGC members do not need to be parents, know about education or be particular types of people. Whatever your status within the military or civilian community you can make a valuable contribution to the running of the school. You will be able to offer your enthusiasm and commitment and if you are a parent, you’ll understand other parents’ concerns. People with business and management experience, or a host of other skills, can also offer extremely helpful expertise to the school.

What will I get out of it?

Being a member of the School Governance Committee can be a rewarding experience. You’ll be playing an important part in improving the children’s education and supporting the school’s staff – and giving a lot to the school and the community usually means you’ll get a lot back.

It is also an opportunity to develop new skills or practise existing ones that can help you in your day job, like chairing meetings, putting forward suggestions and asking the right questions, speaking in public, helping to appoint staff, and helping other members who are new to the job or have less experience of committee work.

How much time does it take?

The time that SGC members are able to give to the role varies but there are certain things they must be in a position to do, so be aware:

_ the SGC must meet at least once a term

_ SGC members are sometimes asked to serve on a sub-committee which might meet more often

_ meetings are sometimes held during the working day and sometimes during the evening

_ SGC members will need to prepare for meetings and there can be some papers to read

_ the SGC will receive training to help it work well in the unique Service environment – so you need to be prepared to attend at least one training session.

If you think you have something to offer, please contact your local SCE school. (END) 

Ofsted comments on the role of School Governance Committees: 

“The school governance committee makes an exceptional contribution to students’ education and care. Members are strongly involved in determining the school’s approach to equal opportunities, taking students’ views fully into account. They work hard to ensure the needs of boarders are met, for example, by ensuring that leisure activities on the base are organised in a way that enables them to take part during their free time.” Windsor School, Rheindahlen Germany  – Outstanding 2010

Foreword by Sir Michael Wilshaw HMCI

“Many of you will have read in the press that I am determined to use my position as Her Majesty’s Chief Inspector to raise expectations and to do all I can to ensure that this country provides the best possible education for the nation’s children, young people and adults. That requires significant changes in the way Ofsted inspects across its remits and not just schools. In this consultation I have focused on some key areas of inspection that I firmly believe will help those who provide education to improve children’s chances of success. I have started primarily with a drive to improve the quality of teaching, because good teaching is at the heart of a good education. This consultation provides an opportunity for those interested in schools, initial teacher education and further education and skills to comment on proposals I would like to introduce from 1 September 2012.

Please take time to read about my proposals and to send in your views. If I am to succeed in my ambition I need the support of those of you who are equally passionate about improving our education system, especially those of you who are parents and those of you who work in education. ” 

Part 1: School inspections

“Ofsted introduced a new school inspection framework in January 2012. This framework raises expectations and gives a very strong focus on the importance of teaching. I want us to do more for our children. They deserve the best education we can provide. All schools must be at least good so that our country’s children have the best possible chances in life, and an outstanding school must be truly outstanding in every way. It should be a model of excellence.

For a number of years my predecessors as Her Majesty’s Chief Inspector have highlighted in their Annual Reports that a satisfactory education is not good enough to give our young people the skills and qualification they need to do well in life. I am determined not to repeat that message. This is a time for change and reform. I have therefore set out a number of proposals that I believe will challenge all schools to provide a better education for our children.

Too often, the economic and social circumstances of pupils have been used as an excuse to explain the reasons why so many leave school without good enough qualifications. But there are schools that show that, no matter what the circumstances, all children can succeed. We owe them that chance. Many schools succeed against considerable odds; all schools must follow suit. 

In September 2011 there were 6,082 schools serving just over two million pupils whose most recent inspection judgement was ‘satisfactory’. Just under 3,000 of these schools have been judged ‘satisfactory’ for two consecutive inspections. I am determined to use inspection to drive up standards in schools like these.

The proposals I am consulting on are designed to challenge schools to achieve the highest standards. I am sure that, like me, you want the best education we can provide for the nation’s children so please take your time to give your views on the proposals I have set out. There is nothing more important to the success of our nation than securing a good future for our children.”  

If you wish to consult on the school inspection proposals please use the link: www.surveymonkey.com/s/ofsted-gefa-sch.

Part 1: Summary of the main proposals for school inspections

From September 2012, we propose that:

1.       schools cannot be judged ‘outstanding’ unless their teaching is ‘outstanding’

2.       schools will only be deemed to be providing an acceptable standard of education where they are judged to be ‘good’ or ‘outstanding’  

3.       a single judgement of ‘requires improvement’ will replace the current  ‘satisfactory’ judgement and ‘notice to improve’ category

4.       schools judged as ‘requires improvement’ will be subject to a full re-inspection earlier than is currently the case

5.       a school can only be judged as ‘requires improvement’ on two consecutive inspections before it is deemed to require ‘special measures’

6.       inspections will be undertaken without notice being provided to the school

7.       inspectors should undertake an analysis of anonymised information, provided by the school, of the outcomes of the most recent performance management of all teachers within the school, as part of the evidence for a judgement on Leadership and Management.

Proposals to amend the inspection framework for maintained schools and academies (Download the document)

Proposal 1: To require ‘outstanding’ schools to have ‘outstanding’ teaching

The current school inspection framework makes clear that inspectors are likely to judge a school as outstanding if the quality of teaching is outstanding. Teaching is the area that has the greatest impact on the progress pupils make. We propose that to be judged an outstanding school (the core function of the school) ‘teaching’ must be outstanding.

Proposal 2: Defining an acceptable standard of education as being ‘good’

Just over two million pupils are educated in schools judged to be ‘satisfactory’. For around half of these children, that may cover the whole of their primary or secondary schooling. Children need and deserve better. Our expectation is that the quality of education for all children should be at least good. This proposal will mean that any school not providing a ‘good’ or better education will be deemed to be a school causing concern. Our reports will be clear about what those schools that are not yet good have to do to improve. They will also make a distinction between schools that are showing strong signs of improvement and those that are not.

Currently, we define an acceptable standard of education as one that is satisfactory. Our proposal is to raise the acceptable standard for the quality of education to good, as defined in The evaluation schedule for maintained schools and academies.

Proposal 3: Introduce a single judgement of ‘requires improvement’ to replace the current ‘satisfactory’ judgement and ‘notice to improve’ category

Currently, all school inspections carried out by Ofsted use the same grading scale:

• Grade 1: outstanding
• Grade 2: good
• Grade 3: satisfactory
• Grade 4: inadequate; if a school is judged ‘inadequate’ it is deemed to either require special measures or a notice to improve.

Ofsted is proposing to remove the ‘satisfactory’ judgement and ‘notice to improve’ category and replace them with a single Grade 3 of ‘requires improvement’. This will give a new four point scale:

• Grade 1: outstanding
• Grade 2: good
• Grade 3: requires improvement
• Grade 4: special measures

Any school graded 3 or 4 will be deemed to require significant improvement as defined in section 5 of the Education Act 2005 (as amended).  A school judged to be ‘inadequate’ will be deemed to be a school causing concern and will therefore ‘require improvement’ or ‘special measures’. This change will raise expectations of the weaker schools and will support the proposal that the expected grade for all schools should be ‘good’.

‘Good’ will continue to set high expectations. We believe, however, that the proposed change will encourage schools judged to be less than ‘good’ to bring about rapid improvement. Inspection reports will show clearly whether or not a school is improving.

Proposal 4: Introduce earlier full re-inspection of schools judged as ‘requires improvement’

We know that inspection has an impact on the speed of improvement. Our evidence shows this. That is why we are proposing early full re-inspections of schools that require improvement. Currently, schools that are judged as ‘satisfactory’ are usually re-inspected after three years. Up to 40% of these schools receive a monitoring inspection after approximately 18 months. Schools given a ‘notice to improve’ usually receive a monitoring inspection after six to eight months and are re-inspected 12–16 months after the inspection that placed them in the ‘notice to improve’ category. All monitoring inspections consider whether the school is making sufficient progress and focus specifically on the key recommendations from the previous report.

Ofsted is proposing to re-inspect all schools judged as ‘requires improvement’ usually within 12–18 months of their last inspection. The inspection will be a full inspection under section 5 of the Education Act 2005 (as amended) and will consider the overall quality of teaching, the achievement of pupils, their behaviour and safety and the effectiveness of leadership and management at the school. These schools will not receive a monitoring inspection. Leaving a gap of about 12–18 months between inspections will ensure that further examination and test data are available for consideration by inspectors.

Proposal 5: Introduce a protocol that limits the number of times a school can be deemed as ‘requires improvement’ to two consecutive inspections before it is deemed to be ‘inadequate’ and requires ‘special measures’ to improve

Many schools judged to be ‘satisfactory’ improve so that they are judged as ‘good’ at their next inspection. Unfortunately, some good schools decline and are judged as ‘satisfactory’, and some ‘satisfactory’ schools can remain at this grade for a number of inspections. The most recent Annual Report states that ‘it remains a serious concern that over half the schools previously judged satisfactory and inspected this year remain stuck at satisfactory or have declined. This represents over 1,250 schools. In just over three quarters of these schools their capacity to improve is also judged no better than satisfactory.’

Being ‘satisfactory’ is not good enough. Ofsted intends to raise expectations by implementing a new approach. If, at a school’s third consecutive inspection, it is not judged to have made sufficient progress to be graded ‘good’ it will be deemed to be ‘inadequate’ and will require ‘special measures’. For those schools judged as ‘satisfactory’ before 31 August 2012, we intend counting this inspection as their first ‘requires improvement’ judgement for the purpose of implementing this proposal.

That means that satisfactory schools not showing the expected improvement, or good schools where the quality of education has declined, will follow the pattern set out in the table below.

Proposal 6: Undertake inspections without notice being provided to the school

Ofsted intends to implement this approach for all schools from September 2012. This will allow inspectors to see what schools are really like and will provide reassurance to parents and pupils that inspections are as robust as they can be. Ofsted currently undertakes many unannounced inspections each year and is fully aware of the operational challenges this can present for those we are inspecting.

We have not introduced ‘no notice’ inspections in the past because we have not been able to find a way to gather parents’ views without giving warning of the inspection. We now have a solution to this. Parent View enables parents to comment on their child’s school at any time during the school year. During inspection there will be an additional facility to enable parents to ‘post’ comments about the school, as well as complete the questionnaire. Comments will not be visible to other parents, but will be sent to the lead inspector. We will adapt our inspection methodology to make sure that there is time to take account of the views of parents and to talk to governors, as in the current inspection.

We are consulting on whether inspections should be completely without notice.

Proposal 7: Request the school provide anonymised information of the outcomes of the most recent performance management of all teachers

High-quality teaching makes a significant difference to the future life chances of children. It is the most important factor in determining whether a school is ‘good’ or ‘outstanding’. Good leadership and management mean that senior staff in schools should use performance management to increase the effectiveness of teaching so that it raises standards and increases the engagement of pupils.

Ofsted is proposing to ask schools to provide anonymised information of performance management outcomes, in whatever form it is available, to inspectors. These will not be reported in the inspection report but will be used, together with other evidence, as a line of enquiry when determining whether senior managers and governing bodies are showing strong leadership and management skills and using performance management effectively to assist in the drive for improvement.

Read more …….