Securing an outstanding judgement for behaviour and safety

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Securing an outstanding judgement for behaviour
and safety

• Developing empathy and respect to prevent bullying

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What does Ofsted say?
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Inspectors should consider

• pupils respect for, courtesy and good manners
  towards each other and adults, and pride in
  themselves and their school
• types, rates and patterns of bullying and the
  effectiveness of the schools actions to prevent
  and tackle all forms of bullying and harassment
  this includes cyber-bullying and prejudice-based
  bullying related to special educational need,
  sexual orientation, sex, race, religion and
  belief, gender reassignment or disability
• the effectiveness of the schools actions to
  prevent and tackle discriminatory and derogatory
  language this includes homophobic and racist
  language, and language that is derogatory about
  disabled people
• the views expressed by pupils, and different
  groups of pupils, of their experiences of others
  behaviour and attitudes towards them

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Bullying is behaviour by an individual or group,
repeated over time, that intentionally hurts
another individual or group either physically or
emotionally.
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Who are these people?
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No Place For Bullying Ofsted, 2012

• In the best schools
• pupils developed empathy, understood the effect
  that bullying could have on people, and took
  responsibility for trying to prevent bullying.
• The way in which these schools planned and
  delivered the curriculum helped a great deal to
  bring about these positive attitudes because it
  gave pupils a wide range of opportunities to
  develop their knowledge and understanding of
  diversity...

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These schools saw bullying as part of a
continuum of behaviour, rather than as something
separate
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No Place For Bullying Ofsted, 2012

• Policies and practice consistently contribute to
  a culture of mutual respect in which unacceptable
  behaviours, including bullying, are minimised, by
  ensuring that
• staff consistently model positive behaviour in
  their interactions with each other, with parents
  and carers, and with pupils
• pupils and staff understand the importance of
  using inclusive and non-derogatory language
• pupils are helped to understand the difference
  between banter and interactions that can threaten
  or hurt

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Key questions

• How do we teach empathy and respect?
• How do you evidence the outcomes of activities
  that develop empathy and respect?
• Do your staff model empathy and respect at all
  times?

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Activity

• What qualities help us to show empathy and
  respect for others?
• What are most important and why?

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Activity

• How do we teach these
• qualities in the classroom?

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Activity

• What was the outcome of that conversation for the
  child and the adult?
• What would have been a better outcome?
• How can you develop the skills of your staff to
  achieve this outcome consistently?

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Evidencing impact

• When evaluating the behaviour and safety of
  pupils at the school, inspectors will consider
  
• Pupils behaviour towards, and respect for,
  other young people and adults, and their freedom
  from bullying, harassment, and discrimination
  related to special educational needs, sexual
  orientation, sex, race, religion and belief,
  gender reassignment or disability as defined in
  the Equality Act 2010

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Evidencing impact

• Where are students involved in advancing equality
  and
• preventing discrimination linked to the Public
  Sector
• Equality Duty?
• Examples
• In using fiction to develop empathy and respect
• Through debate and discussion
• In leading activities that contribute to refining
  skills related to empathy and respect

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Writing an informal persuasive letter