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The well-being of learners has always been the focus of the inspection process but assumed an even greater significance following the Children Act 2004. In the aftermath of the Victoria Climbie enquiry, there was recognition of the need to bring more coherence to the inspection of services for children. The Act places a duty on children’s services authorities to make arrangements through which key partners work collaboratively to improve the well-being of local children. Joint area reviews, led by Ofsted, evaluate how well services, taken together, improve the well-being of children and young people in the local area. Where relevant, inspections of individual providers contribute to joint area reviews. Reviews evaluate the extent to which the following five outcomes for children and young people are being met:
1. Being healthy - this outcome deals with the extent to which providers contribute to the development of healthy lifestyles in children. Evidence will include ways in which providers promote the following: physical, mental, emotional and sexual health; participation in sport and exercise; healthy eating and the drinking of water; the ability to recognise and combat personal stress; having self-esteem; and the avoidance of drug taking including smoking and alcohol. There should also be assessment of the extent to which appropriate support is available for both students and staff to help achieve these positive outcomes.
2. Staying safe - this outcome is principally about the extent to which providers contribute to ensuring that ‘children’ stay safe from harm. Evidence includes complying with child protection legislation, undertaking CRB checks, protecting young people and vulnerable adults from bullying, harassment and other forms of maltreatment, discrimination, crime, anti-social behaviour, sexual exploitation, exposure to violence and other dangers. Ensuring that all relevant staff are appropriately trained.
3. Enjoying and achieving - this outcome includes attending and enjoying education and training, and the extent to which learners make progress with regard to their learning and their personal development. Evidence to evaluate this includes arrangements to assess and monitor learners’ progress, support learners with poor attendance and behaviour, and meet the needs of potentially underachieving groups. Also relevant will be the extent and effectiveness of the ‘enrichment’ of provision by promoting social, cultural, sporting and recreational activities. Learners’ views about the degree to which they enjoy their ‘learning life’ are taken into account here.
4. Making a positive contribution - this outcome includes the development of self-confidence and enterprising behaviour in learners, together with their understanding of rights and responsibilities, and their active participation in community life. Evidence includes measures to ensure understanding of rights and responsibilities, the extent to which learners are consulted about key decisions, and the provision of opportunities for learners to develop and lead provider and community activities. There should also be a focus on enabling young people to develop appropriate independent behaviour and to avoid engaging in antisocial behaviour.
5. Achieving economic well-being - this outcome includes the effectiveness of the ways in which the provider prepares learners for the acquisition of the skills and knowledge needed for employment and for economically independent living. Evidence includes arrangements for developing self-confidence, enterprise and teamwork, the provision of good careers advice and training for financial competence, and the accessibility of opportunities for work experience and work-based learning.
Where the work of a provider includes provision for young people up to the age of 19, or those up to the age of 25 who are vulnerable through the residential nature of their provision, or because they are physically, mentally or socially disadvantaged, inspectors will evaluate the quality of the provision in relation to the five outcomes.
How does your strategy and delivery of the five Every Child Matters outcomes compare with that of the most effective provision seen on inspection?
The following strengths and areas for improvement have been taken from recent inspection reports across the Ofsted Learning and Skills remit.
If you were given a similar area for improvement bullet at the end of your last inspection, self assessed this area as an area for improvement, or want to work to avoid such areas for improvement, then consider what inspectors judge to be key.
Are the ECM outcomes included in policies and procedures?
Do you meet current safeguarding requirements?
How have your learners been involved in developing policies?
How do you ensure that staff understand their role in promoting ECM through the curriculum?
What examples have you of targets linked to ECM outcomes?
What examples are there of enrichment activities/enhancements to the curriculum?
How easily accessible to learners is drinking water?
What opportunities do learners have to stay fit and healthy?
What opportunities do learners have to volunteer?
What opportunities do learners have to be economically' active?
Are there mechanisms to identify and spread good practice in relation to the ECM outcomes?
How do your quality improvement procedures evaluate the ECM outcomes?
You can find this page and download any referenced resources from the Excellence Gateway at http://www.excellencegateway.org.uk/167914.
© Learning and Skills Improvement Service (LSIS) 2012