Welcome to Schools and inspection, providing information and guidance for inspectors of maintained schools, independent schools and teacher education providers. Contact us at: Ofsted helpline: 0300 123 4234 Inspection judgement hotline: 020 7421 5757. Articles for Schools and inspection 25 should be submitted to: SchoolsPolicyTeam@ofsted.gov.uk by Friday, 3 January 2014.

Contents Part A: Revisions and additions to core inspection activity

A1 Revised school inspection framework and guidance documents Page 2

A2 Religious education in secondary schools and academies Page 4

A3 Changes to early entry at GCSE and impact on inspections and RAISEonline Page 4

A4 National Governors’ Association - guidance on interpreting data Page 5

A5 Inspecting Initial Teacher Education Page 5

A6 Report writing: National Leaders of Education and Local Leaders of Education Page 5

A7 Report writing: Reporting on the use and impact of the pupil premium, the new primary school sport funding, and the learning and progress of the most able pupils

Page 5

A8 Report writing: Reporting on Service families Page 6

A9 Report writing: School sixth forms Page 6

A10 Informing the responsible authority when leadership and management are inadequate and governance is weak or failing

Page 6

Part B: Supplementary information from Ofsted

B1 Allocation of pupil premium funding in non-maintained settings Page 6

B2 Gypsy Roma Traveller culture - background information Page 7

B3 Release dates for RAISEonline data Page 7

B4 Unregistered early years provision on a school site – exemption criteria Page 8

B5 16-19 study programme Page 8

Part C: Other material

C1 National Curriculum review: publication of revised programmes of study Page 9

C2 National Curriculum - disapplication Page 11

C3 Young carers Page 12

C4 Cadet expansion programme Page 13

Part D: Schools and inspection (Inspection matters) digest Page 14

18 October 2013 Issue 24

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Welcome from Michael Cladingbowl, National Director, Schools

Welcome to the October 2013 edition of Schools and inspection.

This is the first edition since November 2012. In the interim period, we produced seven Inspector updates, which included revisions to policies and procedures that have been subsequently incorporated into our inspection guidance. September 2013 saw the introduction of a revised framework for the inspection of maintained schools and academies. Her Majesty’s Chief Inspector, Sir Michael Wilshaw, wrote to all schools in July 2013 to outline the key changes to the revised framework, as well as highlighting the significant improvement in the number of good and better schools following the introduction of September 2012 framework. Part A of this edition includes a summary of the key changes to the revised (section 5) school inspection framework, feedback from an early retrieval of September 2013 (section 5) inspection reporting, as well as updates on reporting on: religious education in secondary schools, national and local leaders of education, the learning and progress of the most able pupils, the use and impact of the pupil premium, the new primary school sport funding, and service families and sixth forms. It also includes clarification on informing the responsible authority when leadership and management are inadequate and governance is weak or failing. In Part B, we provide supplementary information on: the allocation of pupil premium in non-mainstream settings, Gypsy, Roma and Traveller culture, the release dates for the 2013 unvalidated RAISEonline data; unregistered early years provision on a school site; and the 16-19 study programme. In Part C, there is an update on the review of the national curriculum and its disapplication from September 2013, a section on young carers, and information on the cadet expansion programme. Michael Cladingbowl, National Director, Schools

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Part A. Revisions and additions to core inspection activity

A1

Revised (section 5) school inspection framework and guidance documents The changes that came into effect from September 2013 are to support head teachers, staff, governors and stakeholders in their work to provide the best education for pupils and learners. The changes have derived from: an evaluation of section 5 inspections

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recent surveys - Unseen Children http://www.ofsted.gov.uk/resources/unseen-children-access-and-achievement-20-years and Most Able Students http://www.ofsted.gov.uk/resources/most-able-students-are-they-doing-well-they-should-our-non-selective-secondary-schools, and

national priorities for school inspection. Key revisions to the section 5 inspection framework The criteria for judging the achievement of pupils have been revised so that there is

greater impetus on raising progress and achievement of those for whom the pupil premium provides support. There is clearer emphasis on the consistency with which progress from different starting points in English and mathematics meets national figures.

In judging the quality of teaching inspectors must not advocate a particular method of teaching or show preference towards a specific lesson structure. The grade descriptor for good teaching still includes deepening pupils’ knowledge and understanding. The grade descriptor for outstanding teaching additionally includes teachers authoritatively imparting knowledge to ensure students are engaged in learning.

­ At Key Stage 1 there is greater emphasis on testing and checking teacher

assessments through classroom observation, book trawls and other first-hand evidence to ensure that a school’s assessment of pupils’ performance is robust

­ Inspectors will evaluate how teaching meets the needs of, and provides appropriate challenge to, the most able pupils. Underachievement of the most able pupils can trigger the judgements of inadequate achievement and inadequate teaching.

In judging the behaviour and safety of pupils at the school, inspectors take into

account the views expressed by pupils and their understanding of the importance of positive attitudes in school and in later adult life. Inspectors use a range of evidence in order to judge behaviour and safety over an extended period, including: the school’s track record; the circumstances that led to any reported serious incidents; and observations of and discussions with pupils about behaviour outside lessons; at break times; and at the beginning and end of school.

In judging the effectiveness of leadership and management, including governance, inspectors pay particular attention to the contribution of the headteacher in bringing about improvement. Where a school is judged as ‘requires improvement’ but leadership and management is judged to be good or better and the individual headteacher is deemed to be highly effective, inspectors will clearly report this. This will recognise headteachers and senior leaders working to secure improvement in challenging circumstances. Inspectors will also:

­ recommend an external review of governance where it is weak ­ place more focus, in secondary school inspections, on careers information, advice

and guidance ­ assess how well schools make use of the pupil premium to raise standards for

eligible pupils and more widely ­ evaluate how primary sport funding is being used to promote physical well-being

and healthy lifestyles among pupils.

In making recommendations inspectors will refer to Ofsted’s good practice reports, and

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make specific recommendations on improving literacy and reading in secondary schools. Where governance is weak and the school is also not making efficient use of the pupil premium to raise standards, inspectors will recommend that any external review of governance will have an additional focus on the school’s use of pupil premium funding. The pupil premium review may be commissioned separately from the governance review by the school.

Guidance documents The latest versions of the (section 5) school inspection guidance documents were published on the Ofsted website on 31 July 2013. The documents can be accessed via the link below: Main inspection documents for inspectors

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RE in (section 5) secondary schools and academies Evidence from secondary RE subject surveys suggests that provision in over 10% of secondary schools and academies fails to meet statutory requirements in either Key Stage 3 or Key Stage 4 and does not secure students’ entitlement to the subject. Inspectors are reminded that the Subsidiary guidance (110166), Ofsted, 2013; www.ofsted.gov.uk/resources/110166 states ‘Where a school does not provide the National Curriculum and RE, inspectors will need to fully explore the school’s reasons.’ In the case of RE, this expectation applies equally to maintained community and voluntary controlled schools and academies. Inspectors should check that all pupils (with the exception of those withdrawn on parental request) in secondary schools are receiving their entitlement to religious education at Key Stage 3 and Key Stage 4. They should report where a school fails to make suitable provision.

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A3

Changes to early entry at GCSE and impact on inspections and RAISEonline The Secretary of State for Education has announced that, with effect from 29 September 2013, only a student’s first entry to a GCSE examination will count in their school’s performance tables. For those who have already completed a GCSE, the performance tables will still record their best result from either their previous attempt, or from the next time they sit that GCSE. Those who have not yet taken a GCSE will have their first GCSE taken after 29 September 2013 counted in performance tables. These changes will apply initially (for performance tables published in January 2015, relating to exams taken in the summer of 2014 or earlier) to English Baccalaureate subjects only: English (English, English language, English literature), mathematics, science (core and additional science, biology, chemistry, physics, computer science), history, geography and modern foreign languages. The changes will apply to all subjects for performance tables published in January 2016 and beyond. Inspections between now and the publication of the 2015 performance tables will be informed by the data as it currently stands in RAISEonline (and as updated following the publication of the 2013 results). Once the new data is available (following the release of 2014

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pupil performance results), both performance tables and RAISEonline will use the new first-entry policy. Further information can be found on the DfE website: https://www.gov.uk/government/news/changes-to-early-entry-at-gcse

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A4

National Governors’ Association – guidance on interpreting data The National Governors’ Association has produced a suite of guidance notes for governors on interpreting data. It may be the case on inspection that governors refer to this material, and the link, for information, is at: http://www.nga.org.uk/Resources/Knowing-Your-School.aspx

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A5

Inspecting Initial Teacher Education Ofsted undertakes inspections of all accredited providers of initial teacher education (ITE). To make judgements about the quality of teacher training, inspectors gather evidence by making visits to schools, colleges and/or other settings to observe trainees and Newly Qualified Teachers (NQTs) teach. These visits are also likely to involve discussions with mentors, trainees, NQTs and headteachers and provide an opportunity for inspectors to look at trainees’ teaching and professional development files. ITE providers have two working days’ notice of an ITE inspection. Inspectors select the sample of schools they wish to visit as part of an ITE inspection and ITE providers then make the practical arrangements for these visits with schools. Ofsted appreciates greatly the cooperation given by schools when making the arrangements for such visits with the ITE providers that Ofsted inspects.

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Report writing: National Leaders of Education and Local Leaders of Education Inspectors are reminded that, when writing inspection reports, they should make specific reference to a school being classified as a national leader of education (NLE) or a local leader of education (LLE). Inspectors should also include information about any support that is being provided to the school by an NLE or LLE from another school/academy, which should be named in the report. This information should be written within the Information about this school section of the inspection report.

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Report writing: Reporting on the use and impact of the pupil premium, the new primary school sport funding, and the learning and progress of the most able pupils Inspectors are reminded of the following guidance in Writing the report: ‘When reporting on the use and impact of the pupil premium, it is not enough to state simply that the funding is being well used or not. There has to be a short statement on the attainment, based on average points scores where possible, and progress of pupils known to be eligible for free school meals (FSM) in relation to that for non-FSM pupils, in addition to an evaluation of other evidence used by the school to demonstrate improvements in provision for pupils eligible for support through the pupil premium*. When reporting on the use and impact of the new primary school sport funding, a short

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statement should be included about participation in PE and sport and its impact on developing healthy lifestyles, better physical wellbeing, and pupils reaching the performance levels they are capable of.’ *Further details on reporting on pupil premium are provided in Subsidiary guidance. Inspectors are also reminded that they should include a short statement in the report on how well the most able pupils are learning and making progress and the outcomes for these pupils.

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Report writing: Reporting on Service families When conducting inspections of schools that include children of Service families, inspectors are reminded that, when reporting on the use of the pupil premium, there is no need to remove references to Service children in the final inspection report.

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Report writing: School sixth forms Inspectors are reminded that, during a school inspection, where the school has a sixth form, they should evaluate and report on its overall effectiveness. Inspectors are required to report whether they judge sixth form provision to be outstanding, good, requires improvement, or inadequate.

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Informing the responsible authority when leadership and management are inadequate and governance is weak or failing Where leadership and management are found to be inadequate and governance is weak or failing, the lead inspector will write to the responsible authority to draw the issue to their attention (as set out in paragraph 99 of the Subsidiary guidance). In doing so, all that the lead inspector needs to do is to send an email to the authority with a copy of the inspection report, and point out that inspectors judged that the school requires an external review of governance, and include reference to the relevant pages in the report.

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Part B: Supplementary information from Ofsted B1

Allocation of pupil premium funding in non-mainstream settings As part of section 5 inspections, inspectors make an assessment of how non-mainstream settings are using pupil premium and its impact. Inspectors should be aware of and understand the potential differences in how the funding may be allocated in some of these settings. The pupil premium is paid to local authorities for disadvantaged children in non-mainstream settings. Local authorities should consult the settings to determine how the funding should be used. Local authorities can manage the funding centrally or pass it down to the individual settings. When inspecting provision for disadvantaged pupils in a non-mainstream setting, inspectors should check whether the local authority manages the funding centrally or if this has passed down to the school. Inspectors should also note that in some

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instances schools may have had funding passed down for some of their disadvantaged pupils but not for others as their pupils are from different local authorities.

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B2

Gypsy, Roma and Traveller culture - background information The following materials will assist inspectors when reporting on schools whose intake includes pupils from a Gypsy, Roma or Traveller background. These materials provide useful background information about Gypsy, Roma and Traveller culture. A research report, commissioned by the Department for Education in 2010, explored the issues faced by Gypsy, Roma and Traveller pupils to find a range of methods for improving their educational outcomes. The report is entitled Improving the outcomes for Gypsy, Roma and Traveller pupils: final report and literature review and is available on this link: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR043 A set of frequently asked questions entitled Gypsies and Travellers: Their lifestyle, history and culture can be found on this link: http://www.travellerstimes.org.uk/downloads/lifestyle_history_and_culture_24052010111520.pdf The Roma Support Group website www.romasupportgroup.org.uk contains more research reports on Roma communities and includes the following reports: Roma Mentoring Project Evaluation Report, published 2009:

http://www.romasupportgroup.org.uk/documents/Mentoring%20Project%20Report.pdf

Improving Engagement with the Roma Community, Action Research Report, published 2011: http://www.romasupportgroup.org.uk/documents/Roma%20Support%20Group%20Research%20Report.pdf

Roma Mental Health Advocacy Project Evaluation Report published 2012: http://romasupportgroup.org.uk/wp/wp-content/uploads/2011/08/Roma-Mental-Health-Advocacy-Project-Evaluation-Report.pdf

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Release dates for RAISEonline data The provisional timetable for the release of 2013 unvalidated data can be found under the ‘Latest news’ section of the RAISEonline website. https://www.raiseonline.org/News.aspx?NewsID=425 This information was also provided in the RAISEonline newsletter sent to inspectors in July. The exact dates of publication will be confirmed in advance of the particular key stage release:

Year 1 and Year 2 phonics data – mid October 2013 Key Stage 1 unvalidated data – mid October 2013 Key Stage 2 unvalidated data – end of October 2013 Key Stage 4 unvalidated data – early to mid December 2013

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B4

Unregistered early years provision on a school site – exemption criteria Inspectors should be aware about the conditions for when a school’s early years provision does not require separate registration on the early years register. If a school wishes to claim the exemption from registering their early years provision, that provision must be organised in such a way that allows them to apply for the exemption. The three conditions listed below must all be evidenced and satisfied in order for a school’s early years provision not to have to seek separate registration. The conditions of the exemption are:

The early years provision must be run directly by the school; and The children are aged three and over; and At least one child that attends the early years provision is a pupil of the school

The only exception is where schools accept two-year-old children at the beginning of the school term in which they reach the age of three, known as ‘rising threes’. For the purposes of registration these children may be counted as three years of age. Further information can be found in the following documents: Registering school-based provision (080291), Ofsted, 2012; www.ofsted.gov.uk/resources/080291. Evaluation schedule for inspections of registered early years provision (120086), Ofsted, 2012; www.ofsted.gov.uk/resources/120086. Registered early years provision managed by the governing body (09027), Ofsted, 2013; www.ofsted.gov.uk/resources/briefings-and-information-for-use-during-inspections-of-maintained-schools-and-academies

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B5

16-19 study programmes Overview From September 2013 all students in full or part-time education aged 16 to 19 will be expected to follow a study programme tailored to their individual needs, education and employment goals. Background and policy Professor Alison Wolf, in her review of vocational education, recommended that study programmes be introduced to offer students breadth and depth and without limiting their options for future study or work. The Government’s response to this was the introduction of the 16-19 Study Programme. This requires that all providers of 16-19 education and training, schools and academies as well as further education (FE) and skills providers, should develop well-designed individual study programmes that offer young people:

progression to a higher level of study than their prior attainment

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A-levels or at least one vocational qualification of substantial size that will take up the majority of their programme or, where this is not possible, an extended period of work experience or a Traineeship

continued teaching to enable them to work towards achieving English and mathematics GCSE grades A*-C, for students who do not already hold these

non-qualification activities such as tutorials, work experience or other work-related learning tailored to meet the needs of each student and the qualifications they are studying – preparing them for ‘their next steps’ – further/higher education, training or employment.

Schools, academies and colleges where students are following A-level courses are unlikely to need to make substantial changes to their programmes in order to meet the new requirements. For these students, A-levels or at least one vocational qualification of substantial size will take up the majority of a study programme. For students where this is not possible, most of the study programme time will be spent doing an extended period of work experience and English and mathematics. Inspection Ofsted will inspect 16-19 study programmes in schools and academies with sixth forms through the school inspection framework as part of regular institutional inspections. Guidance, to be published in due course, covers the key elements of the 16-19 Study Programme and brings the inspection of school and academy sixth forms more in line with what will be inspected and reported on in inspections of 16-19 provision under the Common Inspection Framework for FE and skills. All inspectors of secondary schools with sixth forms should read the guidance as there are implications for the way all sixth forms are inspected and reported on.

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Part C: Other material C1

National Curriculum review: publication of revised programmes of study On 8 July 2013, the Department for Education published a summary of the responses to the February consultation on the review of the national curriculum, a government response to the issues raised, a revised national curriculum framework document (including programmes of study for all subjects except KS4 English, mathematics and science), and an equalities impact assessment. On the same date, a one-month statutory consultation began on the draft Order that will bring the new curriculum into force – which includes the programmes of study. Some of the key changes made since the February version are: D&T and history have both been substantially revised A new section has been added on speaking and listening to the primary English

programmes of study The proposed list of languages to be taught at KS2 has been removed, instead giving

schools a free choice Explicit reference to climate change in KS3 geography has been added.

For information, the text below was sent to stakeholders on 8 July 2013 by the Department

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for Education:

I am writing to let you know that the Secretary of State for Education, the Rt Hon Michael Gove MP, has today launched a statutory consultation on the draft legislative Order for the new national curriculum. As you will know, the government has been reviewing the national curriculum in England since January 2011. In February of this year we published proposals that embodied a vision for a national curriculum that is slimmer, focused on essential subject knowledge and which, especially in the core subjects of English, mathematics and science compares favourably with the curricula taught in the most successful education jurisdictions in the world. Since then, there has been a vigorous national debate on the content and purpose of the national curriculum. Our formal public consultation, which closed in April, received over 17,000 submissions from a wide range of respondents. The summary report of those responses, along with the government response (which includes an update on the implementation of the new national curriculum), can be seen at: https://www.education.gov.uk/consultations/index.cfm?action=conResults&consultationId=1881&external=no&menu=3. We have given careful consideration to the views of those individuals and organisations that responded to the consultation. As a result of that consideration we have made a number of revisions to the national curriculum framework document and the draft programmes of study. You can view the new framework document and programmes of study, along with the consultation document on the Order for the new national curriculum and details of how to respond, at: www.education.gov.uk/nationalcurriculum. The consultation will close on 8 August. The government has also previously confirmed that the majority of the current national curriculum will be disapplied from September 2013, in order to give schools more scope to prepare for the introduction of the new national curriculum from September 2014. The teaching of all national curriculum subjects will remain compulsory, but schools will be able to choose to either follow the existing programmes of study or adjust them to support transition to the new national curriculum. The regulations which will give effect to this change have now been laid before Parliament and will come into force on 1 September. You can read more information about disapplication at: https://www.gov.uk/government/consultations/consultation-on-i-the-order-for-replacing-ict-with-computing-and-ii-the-regulations-for-disapplying-aspects-of-the-existing-national-curriculum. Thank you for your continued interest and engagement in this important work.

Consultation links:

Framework document https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf Government response https://www.education.gov.uk/consultations/downloadableDocs/040713%20NC%20in%20England%20consultation%20-%20govt%20response%20FINAL.pdf DfE consultation response page https://www.education.gov.uk/consultations/index.cfm?action=conResults&consultationId

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=1881&external=no&menu=3

On 11 September 2013, the Department for Education published the results of the consultation, and the Department's response, on the draft Order that will bring the new curriculum into force: https://www.gov.uk/government/consultations/national-curriculum-review-new-programmes-of-study-and-attainment-targets-from-september-2014

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National Curriculum - disapplication The majority of the national curriculum is being ‘disapplied’ (suspended) from September 2013 to give all schools the freedom to change what they teach in order to prepare for the new national curriculum. Disapplication is a suspension of the content of the national curriculum, not the subjects themselves. New statutory programmes of study will be introduced for all subjects from 2014 (2015 for Key Stage 4 English, maths and science) – with the addition of foreign languages at Key Stage 2. ICT will be renamed computing. Whilst schools will still have to teach all national curriculum subjects, what they cover will be up to them. The intention is to help teachers to manage the transition from the old national curriculum to the new one. For example: Teachers can stick broadly to the current national curriculum but will be able to vary

when they teach topics and what topics they teach. They can use this freedom to cover any gaps in pupils’ knowledge and understanding to make sure they are prepared to learn the new curriculum from 2014

Once the new national curriculum is published in the Autumn, teachers can choose to start teaching any part of it right away

Schools can use the period of disapplication to start designing their own school curricula in a way that takes advantage of the increased flexibility which the new national curriculum will offer.

Disapplication is a permissive measure – no school will be required to change its curriculum in 2013/14. For most subjects and key stages, the national curriculum will be disapplied from September 2013 for one year. At Key Stage 4 (age 14-16) for English, mathematics and science the freedom will last for two years 2013/14 and 2014/15 because the new national curriculum will be taught from 2015/16 for those pupils. Teachers will still have to teach the national curriculum for English, maths and science to pupils in years 1, 2, 5 and 6 in 2013/14. This is to ensure that pupils are properly prepared for national curriculum tests at Key Stage 1 (age 7) and Key Stage 2 (age 11) in summer 2014.

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C3

Young Carers Who are young carers? Young carers are children and young people under 18 years old who provide regular and ongoing care to a family member who is physically or mentally ill, disabled or misuses substances1 The 2011 Census identified 166,363 young carers in England. These figures are likely to be significantly under representative as many young carers remain hidden. Research undertaken by the BBC in 2010 indicated that as many as 1 in 12 secondary school pupils have moderate or high levels of caring responsibilities. The effects of caring can be significant on young people’s physical health, emotional wellbeing, socialisation and life opportunities. What impact can caring roles have on a young person’s education? 27% of young carers of secondary school age experience educational difficulties or miss

school, and where pupils are caring for someone who misuses drugs or alcohol, 40% have educational difficulties2.

Young adult carers aged between 16 and 18 years are twice as likely to be not in education, employment, or training3.

68% of young carers experience bullying at school and 39% said that nobody in their school was aware of their caring role4.

Young carers have significantly lower educational attainment at GCSE level, the equivalent to nine grades lower overall than their peers for example the difference between nine Bs and nine Cs5.

Young carers are four times more likely to live in households where no adults are in work6 indicating the significant number of young carers who would benefit from targeted support funded through the pupil premium. Good practice in schools Schools are ideally positioned to play a collaborative role in identifying and initiating support for young carers and their families. Young carers repeatedly say that they would like more support from their teachers and schools. While there are examples of schools implementing excellent practice, many others have limited or no support in place for this vulnerable group. By embedding a clear framework for the identification and support of young carers, schools can help these vulnerable young people and their families get the help they need and improve their school attendance and attainment. Considerations for Ofsted inspectors The School inspection handbook highlights the importance of testing ‘…the school’s response to individual needs by observing how well it helps all pupils to make progress and fulfill their potential’. Young carers are a significant group and have particular problems which impact on their progress and achievement. Inspectors will wish to be aware that the law is currently changing to remove legal barriers to assessment and support for young carers and their families, although these changes will place no new duties on schools. In addition, young carers may also have protection under the terms of the Equality Act 20107.

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To inform their judgement on whether schools are effectively identifying and supporting their young carers, inspectors may wish to visit The Carers Trust website for further information, which includes an e-learning package and good practice examples. For any queries, please contact the Department for Education’s young carers policy lead: simon.morrison@education.gsi.gov.uk 1 ADASS, ADCS and The Children’s Society (2012), Memorandum of Understanding (ADASS, ADCS and The Children’s Society) 2 Dearden, C and Becker, S (2004), ‘Young Carers in the UK: The 2004 Report. London: Carers UK. 3 Audit Commission (2010), ‘Against the Odds’; London: Audit Commission. 4 The Princess Royal Trust for Carers (2010), ‘Supporting Young Carers - A Schools Resource Survey’ 5 Hidden from view

6 Children’s Society (2013), ‘Hidden from view’ (Children’s Society) 7 See paragraph 108 of the School Inspection Handbook (September 2013)

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C4

Cadet expansion programme The Prime Minister and Deputy Prime Minister have announced the Government’s Cadet Expansion Programme (CEP) to increase the number of state funded schools with their own cadet force unit. The Programme has been given £10.85 million by the Department for Education and Ministry of Defence so that more young people can benefit from the cadet experience in school, and to increase in the number of state schools benefiting from having a cadet force as part of school life. The ambition to increase the number of state funded schools with cadet units will give more young people no matter what their background the skills to succeed, helping them develop into well-rounded accomplished adults fully prepared for life beyond school. Cadet units based in schools provide a way for all pupils to develop and improve the ethos of the whole school. They are open to young people from all social backgrounds and this programme provides the opportunity to work with schools and pupils who could benefit the most, schools in areas that serve disengaged and troubled young people in some of the most deprived areas of the country. Schools with existing cadet units have done so to help raise attainment, improve behaviour, learning and attendance. They have seen significant benefits for their young people, their schools and the local community. Head teachers tell the Department for Education that they have seen changes in attitudes to learning, improvement in attainment and attendance and behaviour, engagement, self-confidence and discipline and that relationships between staff and students improve. This creates positive benefits in all areas of school life including the softer skills and character strengths for employment such as leadership, teamwork and progression and career aspiration of cadets in school. The Armed Forces’ values and standards are second to none and are a valuable and effective model for schools to use as part of school life. The Department for Education’s military ethos strand, which includes Troops to Teachers, Alternative Provision and the CEP, is an essential part of school development and the hard work undertaken by the school leadership teams and the cadet unit teaching and support staff themselves should not be underestimated. The Department for Education wants to encourage more schools to get involved, especially in areas across the country that could benefit the most. The long term ambition by No10 and the Education Secretary of State is for any state funded school that wants a cadet unit in school will be able to have one by 2020. They are already seeing the difference that military ethos and cadet units in school can make to schools and their pupils including among the most disengaged pupils. For more information please contact the Cadet Expansion Team at the Department for

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Education at mailto:Expansion.CADET@education.gsi.gov.uk or telephone on 01325 735563.

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Part D: Schools and inspection (Inspection matters) digest

The Schools and inspection digest is available on the Ofsted website. The new Inspection matters and Schools and inspection archived digest is also available

on the website at the same link. Back to top