OFSTED have updated and published a new version of the Eduation Inspection Framework (EIF) to come into effect from September 2023.
There are three main updates to the revised version of the EIF. These include:
- A previous statement that made reference to ‘ peer on peer abuse or discrimination’ which has now been replaced with ‘learner on learner abuse or discrimination’ – in the Behaviour and Attitudes section of ‘What inspectors will consider when making judgements’.
- Further information on the expectations for conduct during inspections which now states:
“Ofsted’s code of conduct outlines our expectations for the conduct of our inspectors and our expectations of providers during inspection. Inspectors will uphold the highest professional standards in their work. They will treat everyone they meet during inspections fairly and with respect and sensitivity. Providers should approach their inspection with integrity and be open, transparent and honest. This includes providing evidence – or access to evidence – that will enable the inspectors to report honestly, fairly and reliably. It means not withholding or concealing evidence or providing false, misleading, inaccurate or incomplete information.”
- An entirely new section on evaluating safeguarding culture has been added to the Leadership and Management section of ‘What inspectors will consider when making judgements’ so it now reads:
“[Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which] Leaders have created an open and positive culture around safeguarding that puts pupils’ interests first. This means they:
- protect pupils from serious harm, both online and offline
- are vigilant, maintaining an attitude of ‘it could happen here’
- are open and transparent, sharing information with others and actively seeking expert advice when required
- ensure that all those who work with learners are trained well so that they understand their responsibilities and the systems and processes that the provider operates and are empowered to ‘speak out’ where there may be concerns
- actively seek and listen to the views and experiences of learners, staff and parents, taking prompt but proportionate action to address any concerns, where neededhave appropriate child protection arrangements, which: identify learners who may need early help, and who are at risk of harm or have been harmed – this can include, but is not limited to, neglect, abuse (including by their peers), grooming, exploitation, sexual abuse and online harm; secure the help that learners need and, if required, refer in a timely way to those who have the expertise to help; and manage safe recruitment and allegations about adults who may be a risk to learners
- are receptive to challenge and reflective of their own practices to ensure that safeguarding policies, systems and processes are kept under continuous review”