Inspection through the lens of pupil wellbeing
ISI has completed the consultation on the new inspection framework that will be activated in September 2023. But what does it mean for schools as they make strategic plans to respond?
The ISI CEO Vanessa Ward wrote briefly in the TES about the changes back in May, but now that more details are published, what does ‘Inspection through the lens of pupil wellbeing’ really mean? What needs to be considered in navigating this new framework? Should schools change how they should prepare and respond to the standards?
The proposed framework holds pupil wellbeing at its heart, and is a thread that underpins the philosophy of the framework. It is structured around the five areas of student wellbeing as stated within the statutory definition of child wellbeing according to section 10(2) of the Children Act 2004. These areas are:
- Pupils’ physical and mental health and emotional wellbeing
- Protection of pupils from harm and neglect
- Pupils’ education, training and recreation
- Pupils’ contribution to society
- Pupils’ social and economic wellbeing
In the current framework, pupil outcome is the focus. The vital “so what?” question that encourages inspectors and schools to consider the impact of school activities or provision on pupil outcomes. The adjustment in the new framework is that this thinking now revolves around how outcomes relate to pupil wellbeing.
We could be forgiven for thinking that recent agendas such as ‘Everyone’s Invited’ and ‘Black Lives Matter’, as well as the Equality Diversity and Inclusion aspects are the force behind this new framework shift, but when all is said and done, the framework is really just ensuring that the focus of any inspection is on the most important people in a school; its pupils.
To ‘actively promote the wellbeing of pupils’ could essentially be thought of as ‘Safeguarding’. In those terms, in preparation for the new framework, schools will already have made the necessary adjustments to their protocols based on KCSIE 2022 updates; but there is more beyond.
The proposed framework says that leaders must ensure there is ‘a strategic, comprehensive and inclusive approach to identifying and managing the risk of harm to pupils’ wellbeing…’ Schools that are successful in their inspections will be able to demonstrate to inspectors that they are identifying and managing risks of harm to pupil wellbeing, and also that the pupils themselves understand and can express the ways in which their school identifies and manages risks.
Tied into this, the proposed framework states that ‘pupils’ views, wishes and feelings about their school experience should be taken into account by the school’. In other words; pupil voice.
It makes total sense that the pupil voice should be at the heart of an inspection that focuses on pupil wellbeing. The proposed framework says that ‘in fulfilling their responsibilities effectively and consistently, leadership should be aware that positive feedback from the majority of pupils can mask smaller groups of pupils, or individual pupils who have harmful, but hidden, negative experiences. Leaders and managers should take a proactive approach, as indicated by the wording of the standards, to promote the wellbeing of all pupils.’
Therefore, fundamentally if schools hold this at the heart of how they operate, pupils will already be actively encouraged to communicate and develop positive relationships with staff, and make their views known. This means much more than having a Student Council; there needs to be a mechanism for inclusive, accessible and embedded pupil feedback on all aspects of school life. Where this is embedded within the school culture, then it will be evident to inspectors as they encourage the same process during inspection. The judgements they make will reflect how well a school actively promotes the wellbeing of pupils across their activities.
High achieving schools have always placed pupils’ wellbeing at the heart of their practice. As can be seen through the five statutory definitions, the proposed framework acknowledges and celebrates this; and it can only be a positive move forwards for all schools to embrace this.
By K. Hurley 2 January 2023
Sources
DfE Keeping Children Safe in Education 2022 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1101454/Keeping_children_safe_in_education_2022.pdf
ISI Proposed framework for the inspection of association independent schools, including residential (boarding) schools and registered early years settings https://static1.squarespace.com/static/624881de604b217e86768672/t/6282500723ea8511bfca60c2/1652707336939/proposed_isi_inspection_framework_2022-05-16_finaldraftforconsultation.pdf
Optimus Education – Looking ahead to changes in the ISI inspection frameworkhttps://blog.optimus-education.com/looking-ahead-changes-isi-inspection-framework
Schools Management Plus – Is the new ISI inspection framework too warm and fuzzy?https://www.schoolmanagementplus.com/heads-governors-school-leadership-governance/is-the-new-isi-inspection-framework-too-warm-and-fuzzy/
LIPPSEE – The New Inspection Framework https://preplibs.wordpress.com/inspections/
