​​​​Safeguarding

Gathering evidence - page 7

In gathering evidence about child-on-child violence, inspectors evaluate the extent to which leaders:​

• fulfil their responsibilities* in relation to child-on-child violence, which includes (but is not limited to) bullying, physical abuse (including physical assault and harm, or the threat of harm, with a weapon), sexual violence and harassment, and domestic abuse in pupils’ own intimate relationships (teenage relationship abuse.​​

 (* these responsibilities include ensuring staff can: recognise signs of students becoming involved in violence; can intervene at an early stage quickly and effectively; support the 'victim', 'perpetrator(s)' and others involved; understand how sexual violence and harassment can occur; engage with clear and effective systems for reporting incidents of sexual violence and harassment) ​

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Grading safeguarding – pages 8-9

The safeguarding standards have been developed from the requirements of ‘Keeping children safe in education’ and ‘Working together to safeguard children’. Safeguarding is likely to be ‘Met’ when the following applies, regarding bullying: 

• Pupils are kept safe and feel safe. Their voices are heard, including the voices of pupils who are not on the school site (whether long term, temporarily or for part of the school day). Teaching pupils about how they can stay safe and when they may need help is embedded across the curriculum. Pupils and parents know who to go to for support.

• Leaders fulfil their responsibilities in relation to child-on-child violence. This includes (but is not limited to) bullying, physical abuse (including physical assault and harm (or the threat of harm) with a weapon), sexual violence and harassment, and domestic abuse in pupils’ own intimate relationships (teenage relationship abuse). Leaders do not handle allegations of abuse swiftly and appropriately. This is likely to lead to pupils being put at risk of significant harm.

• The school has clear and accessible policies and procedures that keep pupils safe. Leaders are receptive to challenge and are reflective about their own practices. This means that the impact of safeguarding policies, systems and processes is kept under continual review 

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Attendance and behaviour 

Gathering evidence page 35

Inspectors focus on gathering evidence relating to the factors that statutory and non-statutory guidance, research and inspection evidence indicate contribute most strongly to pupils’ positive attendance, behaviour and attitudes. These factors include:

• creating an environment in which pupils feel safe, and in which bullying, unlawful discrimination, harassment (including sexual harassment), victimisation, physical and sexual abuse and/or violence and emotional abuse – online or offline – are not accepted and are dealt with quickly, consistently and effectively.

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Strategic leadership of attendance and behaviour

Gathering evidence - page 37

In gathering evidence about the strategic leadership of attendance and behaviour, inspectors consider the extent to which leaders:

• have an informed and accurate understanding of what is working well and where improvement is needed, including through using day-to-day processes and detailed data analysis to identify, anticipate, prevent and improve poor attendance and behaviour, including bullying

 

Behaviour, including bullying

Gathering evidence – pages 38-39

In gathering evidence about behaviour, including bullying, inspectors consider the extent to which: ​

• relationships between pupils and staff show kindness, courtesy, empathy and respect, reflecting a positive culture

• leaders and staff create a positive environment in which bullying, unlawful discrimination, harassment, including sexual harassment, victimisation, physical and/or sexual violence and derogatory language are not tolerated 

• leaders recognise that bullying takes various forms, and is often motivated by prejudice against particular groups, for example on grounds of race, religion or belief, sex, sexual orientation, gender reassignment, SEND, or because a pupil is adopted, in care or has caring responsibilities; it might be motivated by actual differences between pupils, or perceived differences

• leaders ensure that the school has a culture in which staff are trained and empowered to deal with child-on-child violence; they assume it happens in the community and, potentially, in school, even in the absence of specific reports, so establish a whole-school approach to tackle it

• pupils feel confident reporting incidents of bullying, aggression, unlawful discrimination or derogatory language when these occur, and leaders deal with them quickly and effectively so that they are not allowed to spread

• leaders and staff support pupils who are affected by bullying, aggression, unlawful discrimination or derogatory language so that they feel safe and confident at school

• leaders work with pupils and parents to communicate expectations about behaviour and to foster partnerships between home and school 

• leaders work with the local authority, other agencies and partners, where necessary, to support effective and continuing improvements to behaviour.

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Grading attendance and behaviour – pages 41-42

Expected standard: 

• leaders and staff usually ensure that incidents of bullying, unlawful discrimination, harassment, victimisation, physical and/or sexual violence and derogatory language are dealt with quickly and effectively

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Needs attention

• leaders have appropriate ambitions and/or expectations for pupils' attendance, behaviour and attitudes, but weaknesses or inconsistencies in practice mean that these have a limited impact on pupils or a particular group of pupils

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Personal development and well-being

Gathering evidence– page 49

In gathering evidence about inclusive personal development and well-being, including pupils’ SMSC development, inspectors consider the extent to which:

• pupils feel welcome, valued and respected and that they belong within the school community

• pupils respect the different protected characteristics defined in the Equality Act 2010 and do not tolerate bullying, unlawful discrimination, harassment or victimisation.

Grading personal development and well-being – pages 51-52

Expected standard: 

• ​pupils develop their understanding of, and respect for, protected characteristics, fundamental British values and cultural diversity in modern Britain  

 

Needs attention

• leaders have appropriate ambitions for pupils' personal development and wellbeing, but weaknesses or inconsistencies in practice have negative impact on pupils in general or a particular group

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Equality duties on education inspection 

Extracts from guidance published 05 November 2025):

 

Ofsted works in the interests of children, learners, apprentices, trainees, early career teachers (ECTs) and national professional qualification (NPQ) participants...

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As part of this, inspectors must consider whether providers are meeting their obligations under the Equality Act 2010 during inspection...

 

Failure to notice and challenge bullying, unlawful discrimination, harassment and victimisation will usually affect a provider’s grade for ‘leadership and governance’ (or ‘leadership’). The impact on other evaluation areas depends on the education remit and how the act is applied through other legislation, frameworks, and both statutory and non-statutory guidance...

(Full guidance can be accessed via this link: https://www.gov.uk/guidance/equality-duties-on-education-inspection)

 

Evidence preparation

​Schools must make the following information available to inspectors by 8am on the first day of the inspection:

• any bullying, harassment, or directly or indirectly discriminatory or prejudiced behaviour, including that which is racist, sexist, ableist or, homophobic, biphobic or transphobic, or any use of derogatory language

• any sexual harassment and/or sexual violence

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