INSPECTION

NOTEBOOK

PART A: REGULATION

Name of school
DfE number
Association membership
Dates of inspection
Names of inspectors / Lead inspector:
Team inspectors:

Supplementary Notebooks

  1. Does the school have pupils in the Early Years Foundation Stage (EYFS)?Yes/No

(Note: the EYFS extends from birth until the 31 August following a pupil’s fifth birthday)

  1. Is the school exempt from the learning and development requirements of the EYFS?Yes/No

If Yes to 1 and No to 2, a Supplementary Notebook for the EYFS must be completed and appended.

If Yes to 1 and Yes to 2, an Exempt School’s Supplementary Notebook for the EYFS must be completed and appended.

Does the school have pupils who are boarders?Yes/No

(Note: if the school provides accommodation for pupils, then they are boarders; if the school arranges accommodation for pupils, then they are also boarders)

If Yes, Ofsted social care inspectors will inspect the welfare of boarders against the National Minimum Standards for Boarding Schools. Make sure that the BSI inspection team have a copy of the latest Ofsted boarding welfare report, and make reference to it in this Notebook and in the BSI inspection report, particularly with regard to Welfare, health and safety, SCR Part 4, and to Premises and accommodation.

REGULATIONS

PART 1Quality of education provided

The quality of the curriculum

Inspectors must evaluate the quality of the curriculum, its breadth and balance and suitability for all the pupils in school. / If Yes put Y / If No put N / N/A / If yes, what is the evidence that the school meets this requirement?
If no, what must the school do to meet the requirement?
2(1)(a) / Does the school have a curriculum policy set out in writing and supported by appropriate plans and schemes of work, and does it implement it effectively?
2(1)(b)(i) / Do the policies, plans and schemes of work take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan?
2(1)(b)(ii) / Do the policies, plans and schemes of work not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs?
2(2)(a)(i) / Is there full-time supervised education for pupils of compulsory school age?
2(2)(a)(ii) / Does the curriculum give pupils of compulsory school age experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education?
2(2)(b) / Do pupils to acquire skills in speaking, listening, literacy, and numeracy?
2(2)(c) / If the principal language of instruction is a language other than English, does the school provide lessons in written and spoken English? (This requirement does not apply in respect of a school that provides education for pupils who are all temporarily resident in England and which follows the curriculum of another country).
2(2)(d)(i) / Does the school provide personal, social, health and economic education that reflects its aims and ethos?
2(2)(d)(ii) / Does the school provide personal, social, health and economic education that encourages respect for other people, paying particular regard to the protected characteristics set out in Chapter 1 of Part 2 of the Equality Act 2010?
2(2)(e) / Does the school give secondary pupils access to accurate, up-to-date careers guidance, that is presented in an impartial manner, enables them to make informed choices about a broad range of career options, and helps to encourage them to fulfil their potential?
2(2)(f) / If there are pupils below compulsory school age, does the school provide a programme of activities that is appropriate to their educational needs in relation to personal, social, emotional and physical development, and communication and language skills?
2(2)(g) / If there are pupils above compulsory school age, does the school provide a programme of activities appropriate to their needs?
2(2)(h) / Does the curriculum provide the opportunity for all pupils to learn and make progress?
2(2)(i) / Is there effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society?

Additional notes:
Record of lessons seen

Lesson number / Year group(s) / Subject / Grade / Main strengths / Main weaknesses

Note: Where a lesson is judged to be outstanding, there will be no main weaknesses. Where it is judged to be good, there may or may not be a main weakness. Where it is judged to be satisfactory, there must be both main strengths and main weaknesses. Where it is judged to be inadequate, there may be no main strengths
Statistical evidence of pupils’ attainments

The quality of teaching and assessment

Inspectors must evaluate the quality and effectiveness of teaching and assessment. / If Yes put Y / If No put N / N/A / If yes, what is the evidence that the school meets this requirement?
If no, what must the school do to meet the requirement?
3(a) / Does the teaching enable pupils to acquire new knowledge, and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught?
3(b) / Does the teaching foster in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work, and the ability to think and learn for themselves?
3(c) / Are lessons well planned and are teaching methods, activities and management of class time effective?
3(d) / Do teachers show a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensure these are taken into account in the planning of lessons?
3(e) / Do teachers demonstrate good knowledge and understanding of the subject matter being taught?
3(f) / Are classroom resources, of a good quality, quantity and range, utilised effectively?
3(g) / Does the teaching demonstrate that a framework is in place to assess pupils' work regularly and thoroughly, and to use information from that assessment to plan teaching so that pupils can make progress?
3(h) / Does the teaching utilise effective strategies for managing behaviour and encouraging pupils to act responsibly?
3(i) / Does the teaching not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs?
3(j) / Does the teaching not discriminate against pupils contrary to Part 6 of the Equality Act 2010?
4 / Does the school have in place a framework by which pupil performance can be evaluated by reference to either the school's own aims, as provided to parents, and/or by national norms?

Additional notes:

PART 2Spiritual, moral, social and cultural development of pupils

Inspectors must evaluate the quality and effectiveness of its provision for the spiritual, moral, social and cultural development of the pupils. / If Yes put Y / If No put N / N/A / If yes, what is the evidence that the school meets this requirement?
If no, what must the school do to meet the requirement?
5 (a) / Does the school actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs?
5 (b) (i) / Does the school actively promote principles which enable pupils to develop their self-knowledge, self-esteem and self-confidence?
5 (b) (ii) / Does it actively promote principles whichenable pupils to distinguish right from wrong, and to respect the civil and criminal law of England?
5 (b) (iii) / Does it actively promote principles whichencourage pupils to accept responsibility for their behaviour, show initiative, and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely?
5 (b) (iv) / Does it actively promote principles which enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England?
5 (b) (v) / Does the school actively promote principles which further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures?
5 (b) (vi) / Does it actively promote principles whichencourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010?
5 (b) (vii) / Does the school actively promote principles which encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England?
5 (c) / Is the promotion of partisan political views precluded in the teaching of any subject in the school?
5 (d) / Are such steps as are reasonably practicable taken to ensure that where political issues are brought to the attention of pupils—
(i)while they are in attendance at the school;
(ii)while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school; or
(iii)in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere;
they are offered a balanced presentation of opposing views?

Additional notes:

SUMMARY OF RESPONSES TO SECONDARY PUPILS’ QUESTIONNAIRE

Number of returns:

Percentage in each category / agree / disagree / don’t know
1 / I am happy in my school / % / % / %
2 / I like the people I go to school with / % / % / %
3 / I often worry about my school work / % / % / %
4 / I am worried about my exams at school / % / % / %
5 / I am worried about being bullied at school / % / % / %
6 / Teachers do a good job / % / % / %
7 / My schooling is preparing me for life / % / % / %
8 / My schooling has helped me to know how to live in a right way / % / % / %
9 / I feel that my teachers are interested in me / % / % / %

Interpreting the results of the Secondary Pupils’ Questionnaire

From September 2010, the questionnaire for secondary pupils makes use of questions from research done by Professor Leslie Francis, Dr Sylvia Baker and others over several years. As a result, we have some comparators to use when analysing the pupils’ responses in a particular school. However, the figures given below are for broad comparative purposes and need to be used with caution. As always, statistics are more useful for raising questions rather than providing definitive answers.

The first set of figures (A) give the overall percentages of pupils in Years 9, 10 and 11in CST schools, surveyed by Sylvia Baker in 2006, who agree with each of the nine statements. The second set of figures (B) are from Leslie Francis’s research during the 1990s and give overall percentages of pupils in Years 9 and 10 in all types of school who agree with seven of the nine statements.

A / B
1 / I am happy in my school / 76% / 72%
2 / I like the people I go to school with / 88% / 90%
3 / I often worry about my school work / 65% / 64%
4 / I am worried about my exams at school / 70% / 74%
5 / I am worried about being bullied at school / 11% / 24%
6 / Teachers do a good job / 71% / 45%
7 / My schooling is preparing me for life / 75% / 68%
8 / My schooling has helped me to
know how to live in a right way / 68%
9 / I feel that my teachers are interested in me / 56%*

*Only 14% disagreed; 30% were not sure

If for example 90% or 50% of pupils in the school you are inspecting agreed with Statement 1, it would be important to investigate further why they are so unusually happy or miserable. It would not, however, be possible to make a statement in the report that ‘pupils are significantly happier (or more miserable) than average’ because you are not directly comparing like with like (neither A nor B are samples covering the whole of the secondary age range) and you have no way of testing statistical significance which is always problematic when cohorts are small.

Summary of comments by pupils on questionnaires and/or in meetings with inspectors

Overall evaluation of pupils’ opinions and attitudes

PART 3Welfare, health and safety of pupils

Inspectors must evaluate the school’s measures to promote the welfare, health and safety of the pupils, including child protection. / If Yes put Y / If No put N / N/A / If yes, what is the evidence that the school meets this requirement?
If no, what must the school do to meet the requirement?
7 (a) / Are arrangements made to safeguard and promote the welfare of pupils?
7 (b) / Do these arrangements have regard to any guidance issued by the Secretary of State?
(The statutory guidance consists of two documents: Keeping Children Safe in Education (KCSE) March 2015 and Working Together to Safeguard Children (WTSG) March 2015)
Does the school safeguard its pupils from the specific issues set out in paragraph 29 of KCSE, including the dangers of radicalisation?
(Note: The Counter-Terrorism and Security Act places a duty on schools, and other organisations, to have ‘due regard to the need to prevent people from being drawn into terrorism’)
Do the school’s procedures for the recruitment and selection of staff have regard tothe national guidance set out in Part Three (plus paragraph 42) of KCSE?
If there are volunteers working in the school, do the procedures for checking and deploying them have regard to the national guidance set out in paragraphs 73 and 83-89 of KCSE?
9(a) / Is there a written policy to promote good behaviour amongst pupils, which, among other things, sets out the sanctions to be adopted in the event of pupils misbehaving?
9(b) / Is the behaviour policy effectively implemented?
9(c) / Does the school keep a record of the sanctions imposed upon pupils for serious misbehaviour?
10 / Is bullying at the school prevented, in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy?
11 / Does the school ensure that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy? (Note: this also applies to health and safety on visits and other off-site activities)
12 / Does the school comply with the Regulatory Reform (Fire Safety) Order 2005?
13 / Does the school ensure that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy?
14 / Does the school ensure that pupils are properly supervised through the appropriate deployment of school staff?
15 / Does the school maintain an admission register and an attendance register in accordance with the Education (Pupil Registration) (England) Regulations 2006?
Does the school have procedures for keeping the local authority informed as required by the Education (Pupil Registration) (England) Regulations2006? (That is, about pupils who do not attend regularly, or who have been absent without authorisation for ten days or more, or who are about to be deleted from the admission register because they are going to be educated otherwise than at school, because they no longer live locally, because they have a serious long-term illness, because they are in custody, or because they have been permanently excluded)
16(a) / Has a written risk assessment policy been drawn up and is it effectively implemented?
16(b) / Is appropriate action taken to reduce risks that are identified?
Does the school fulfil its responsibilities under the Equality Act 2010?

Additional notes:

PART 4Suitability of staff, supply staff and proprietors

Inspectors must ensure that the school checks the suitability of all staff, supply staff and proprietors. / If Yes put Y / If No put N / N/A / If yes, what is the evidence that the school meets this requirement?
If no, what must the school do to meet the requirement?
21 (1) and (2) / Does the proprietor keep a register (Single Central Record) of checks?
Note: The register may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form.
21 (3) (a) (b), (4) and 18 (2) / In relation to each member of staff does the register show checks made (and certificates obtained where relevant) of: identity; qualifications (where required); whether an enhanced DBScertificate with barred list information was obtained; whether teachers are not prohibited from teaching; whether members of staff in management positions have not been prohibited from taking part in the management of an independent school, or restricted in so doing; the right to work in the UK and, where relevant for those who have lived outside the UK, overseas checks to establish suitability to work in a school? Does the register include the date on which each check was completed or the certificate obtained?
Note: all teachers must be checked to ensure that they are not subject to a Prohibition Order under section 141B of the Education Act 2002. All members of staff who are in management positions must be checked to ensure that they are not subject to a direction under section 128 of the Education and Skills Act 2008. These checks cannot be made through DBS; details of how to make the checks are given in the Step by step guide, which also provides guidance on how to set out the register and make sure it fulfils requirements.
21(3)(b) and
18 (2)(a) / For anyone whose enhanced DBS check with barred list information has not yet been completed, does the register show the date on which a check against the Children’s Barred List was undertaken to ensure that the person is not barred from regulated activity relating to children in accordance with section 3(2) of the Safeguarding Vulnerable Groups Act 2006?
Note 1: when a DBS check is pending, a separate check against the Children’s Barred List is needed and must be completed before the person concerned starts work.
18(2)(c) (ii) / In addition to the checks recorded on the Single Central Record, have appropriate checks been carried out to confirm the medical fitness of all staff?
21(5)(a) and 19(2)(a) / In relation to supply staff, does the register show whether written notification has been received from the employment business that the checks on identity; qualifications (where required); enhanced DBS with barred list information; whether supply teachers are subject to a Prohibition Order; the right to work in the UK and, where relevant for those who have lived outside the UK, overseas checks to establish suitability to work in a school, were carried out, together with the dates when these were completed or certificates obtained? Does the register also show the date when such written notification from the employment business was received?
21(5)(c) and 19(2)(d) / Where written notification has been received from the employment business that it has obtained an enhanced DBS certificate which discloses any matter or information does the register show whether the employment business supplied a copy of the certificate to the school?
19(2)(b) / Does a person offered for supply by an employment business only begin work at the school if the proprietor considers that the person is suitable for the work for which the person is supplied?
19(2)(c) / Does the school check the identity of supply staff before they begin work?
19(3) / If a supply teacher has not worked in a school or further education institution in England during a period which ended not more than three months before the supply teacher is due to begin work at the school, has the supply teacher’s enhanced DBS certificate been obtained not more than three months before the date that the supply teacher is due to begin work at the school?
21(6),(7)
and 20(6) / In relation to each member of a body of persons named as the proprietor, does the register show whether a check was made of: his/her identity; right to work in the United Kingdom; and whether an enhanced DBS check was carried out and certificate obtained with barred list information; and confirmation that he/she does not carry out work, or intend to carry out work, at the school in contravention of any direction made under section 141B of the Education Act 2002 or under section 128 of the Education and Skills Act 2008? Does the register also show the date on which any check was completed or certificate obtained?
Note: an individual proprietor, or the chair, or similar officer, of a body or persons, will be checked by the Secretary of State. Where there are other members of a body of persons named as the proprietor, it is the chair’s responsibility to carry out the necessary checks on them. Since all proprietors are in management positions, they must be checked to ensure that they are not subject to a direction under section 128 of the Education and Skills Act 2008. These checks cannot be made through DBS; details of how to make the checks are given in the Step by step guide, which also provides guidance on how to set out the register and make sure it fulfils requirements.
DBS / If a member of staff has been dismissed, or resigned when dismissal might have been considered, because of reasons affecting the person’s suitability to work with children, has the proprietor informed the Disclosure and Barring Service, PO Box 181, Darlington DL1 9FA, of the circumstances?
Note: forms and guidance for doing this can be found at

Additional notes: