New guidance for Ofsted inspectors
New guidance has been issued for inspectors around the evaluation of to what extent settings create a positive environment where children can live and learn and where staff interact positively with children. The principles within the guidance apply to all pupils and all settings though inspectors are urged to pay particular attention to those settings who care for those with a neuro-disability, communication needs or SEND.
The guidance discusses the approaches settings should take around physical restraint and any restrictions on children’s liberty including the use of isolation/seclusion. The guidance stresses that the focus will not be on how isolation or seclusion is described (‘time out’, ‘isolation’, ‘managing away’ or ‘chill out’ for example) but on how it is experienced by a child or young person.
The is a welcome focus too on ensuring that schools should make reasonable adjustments to ensure that expectations of pupils with special educational needs and/or disabilities are developmentally appropriate and fair.
There is reference to best practice, how pupils can be supported through positive relationships and the importance of having a culture within a setting that nurtures, respects and supports children and young people. Such a culture ensures that any signs of distress are spotted early before a child reaches crisis.
The guidance reiterates the importance of understanding that behaviour is a form of communication and how as professionals supporting children and young people, we need to strive to better understand what is being communicated, what unmet needs a child or young person may have.
The Ofsted guidance states that above all the foundation of good practice in working with children in any context should be:
- protecting and promoting children’s rights
- recognising that staff have a responsibility to understand children’s needs
- building relationships of trust and understanding
- understanding ‘triggers’ and finding solutions
- knowing enough about the child and positive behaviour support techniques to support a child in crisis by defusing the situation and/or distracting the child wherever possible
