Preventing and responding appropriately to bullying is a key component of school inspections.
The Education Inspection Framework sets out how Ofsted will inspect state schools, further education and skills providers, non-association independent schools and registered early years settings in England.
In early 2019, Ofsted conducted a consultation on its new Inspect Framework. ABA fed into this and Ofsted responded with the following statements:
The Anti-Bullying Alliance, facilitated by the NCB, suggested that some of the grade descriptors in the draft handbooks about the absence of bullying could simply encourage providers to hide or fail to report it...
…It was not our intention that some of the grade descriptors included in the draft handbooks about the absence of bullying may simply encourage providers to hide or fail to report it. We have reviewed the relevant criteria carefully and now believe that the concern raised about this may be justified. We have therefore amended the criteria relating to bullying.
The updated criteria place the emphasis on whether or not providers tolerate bullying, harassment, violence, derogatory language and discriminatory behaviour and, crucially, how swiftly and effectively they take action if these issues occur.
Ofsted
In reply to ABA's consultation response
As a result they have changed the framework and handbooks to reflect this. It is important that schools can evidence their anti-bullying policies and interventions. Along with the new Framework, Ofsted also published its individual handbooks for:
- maintained schools and academies
- further education and skills
- non-association independent schools
- registered early years settings
References to bullying in the updated 2024 School Inspection Handbook:
ABA Advisory Group member Mark Holliday from Wandsworth Borough Council has compiled a breakdown of all the elements of the updated 2024 School Inspection Handbook for maintained schools and academies that reference bullying so schools are able to prepare for these elements.
Information that schools must provide by 8am on the day of inspection
112. We will send the school a letter setting out that the following information must be made available to inspectors by 8am the next day, at the formal start of the inspection, which includes:
- records and analysis of bullying, discriminatory and prejudiced behaviour, either directly or indirectly, including racist, sexist, disability and homophobic/biphobic/transphobic bullying, use of derogatory language and racist incidents.
Pupil and staff questionnaires
126. Inspectors may also gather evidence from pupils, parents or other stakeholders in person. This may include informal meetings at the start and/or end of the day. In drawing on evidence from these meetings, every attempt must be made to protect the identity of individuals. There may be circumstances, however, in which it is not possible to guarantee the anonymity of the interviewee. Inspectors have a duty to pass on disclosures that raise child protection or safeguarding issues and/or when there are concerns about serious misconduct, bullying of staff or criminal activity.
Talking to and observing pupils in addition to joint visits to lessons
268. During informal conversations with pupils, inspectors will ask them about their experiences of teaching, learning and behaviour in the school, including the prevention of bullying and how the school deals with any form of harassment and violence, discrimination and prejudiced behaviour, if they happen. Inspectors will ensure that all questions are appropriate.
Evaluating behaviour and attitudes
312. The judgement focuses on the factors that research and inspection evidence indicate contribute most strongly to pupils’ positive behaviour and attitudes, thereby giving them the greatest possible opportunity to achieve positive outcomes. These factors include:
- creating an environment in which pupils feel safe, and in which bullying, discrimination, sexual harassment, sexual abuse and sexual violence – online or offline – are not accepted and are dealt with quickly, consistently and effectively whenever they occur.
Ofsted’s approach to evaluating behaviour and attitudes on graded inspections
332. The pupil and staff surveys used in inspection contain questions about safeguarding, behaviour and discipline, bullying, how respondents feel about the school and how well supported and respected they feel they are in the school. Inspectors will meet school leaders to discuss the results of the interviews and surveys of pupils and staff.
Ofsted’s approach to evaluating behaviour and attitudes on ungraded inspections
334. In evaluating behaviour and attitudes for ungraded inspections, inspectors may consider any of the factors set out in the grade descriptors for graded inspections. However, they will usually focus on whether:
- leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread.
Evaluating a school’s approach to staff workload on an ungraded inspection
441. Inspectors will consider the extent to which staff are free from bullying and harassment. Inspectors will also consider whether leaders and other staff understand the limitations of assessment and use it in a way that will avoid creating unnecessary burdens.
443. If these issues are not being managed well, this could be considered as evidence that aspects of the school’s work may not be as strong as at the time of the previous inspection. Where the lead inspector has serious concerns about workload or the bullying or harassment of staff, the inspection will be deemed to be a graded inspection.
Grade descriptors for evaluating behaviour and attitudes
471. In order for the behaviour and attitudes judgement to be outstanding, the school must meet all of the good criteria securely and consistently and it must also meet the additional outstanding criteria, including:
- Pupils behave with consistently high levels of respect for others. They play a highly positive role in creating a school environment in which commonalities are identified and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated.
472. In order to judge whether a school is good or requires improvement for the key judgement of behaviour and attitudes, inspectors will use a ‘best fit’ approach, relying on the inspection team’s professional judgement, including:
- Good (2) - Leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread.
- Inadequate (4) - Incidents of bullying or prejudiced and discriminatory behaviour, both direct and indirect, are frequent. Pupils have little confidence in the school’s ability to tackle harassment, bullying, violence and/or discriminatory behaviour successfully.
Grade descriptors for sixth-form provision in school
480. In order to judge whether a school is good or requires improvement, inspectors will use a ‘best fit’ approach, relying on the inspection team’s professional judgement:
- Good (2) - Leaders and other staff create an environment in which students feel safe because staff and learners do not accept bullying, harassment or discrimination or child-on-child abuse – online or offline. Staff deal with any issues quickly, consistently and effectively.