The evaluation schedule for schools sets out the judgements that inspectors will make and report on.The judgements are made on the balance of evidence available.
We have reviewed the evaluation schedule and summarised below where evidence about the views of parents will form part of an inspectors judgement.
Grade: The extent to which pupils feel safe
- the views expressed by pupils from a wide range of groups, and others, such as parents and carers, staff and governors, regarding pupils’ safety at school
- the extent to which pupils and parents are confident that issues are considered fairly and that appropriate action is taken.
Grade: Pupils’ behaviour
- parents’ and pupils’ views on the standard of behaviour, such as those expressed in parental questionnaires and discussion with parents and pupils; give particular attention to pupils’ own views about being safe and free from harassment and how well pupils from different backgrounds get on with each other.
Grade: The extent to which pupils adopt healthy lifestyles
- views, and those of others, such as parents and carers, staff and governors, regarding their adoption of healthy lifestyles.
Grade: The extent to which pupils contribute to the school and wider community
- the views of parents and adults, including members of the local community, about the pupils’ interaction with them.
Grade: The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
- pupils’ views and those of parents and carers about how well the school prepares pupils for their future education, training and employment
Grade: The effectiveness of care, guidance and support
- pupils’ and parents’ views of the information, advice and guidance provided to pupils
Grade: The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities metTo get an Outstanding grade in this area, Governors must "engage very effectively with parents, pupils and the staff as a whole and are well informed about users’ views of the school. They use these views to inform strategic priorities for development."
Grade: The effectiveness of the school’s engagement with parents and carers
- the effectiveness with which the school communicates with all parents and carers with parental responsibility, including those who may be reluctant or unsure about approaching the school, such as mothers and fathers not living with their children, those accessing additional services and those whose children have special educational needs and/or disabilities
- the views expressed by parents and carers through the Ofsted survey carried out at the point of inspection and any survey information provided by the school
- the frequency and quality of the school’s communications with parents and carers regarding the achievement, well-being and development of their children, including, for example: reporting arrangements; parent/teacher consultation arrangements; clarity of lines of communication; response rates and complaints procedures
- the frequency and quality of the school’s communications with parents and carers regarding important school developments, including the ways the school has used the views of stakeholders to influence the school’s priorities
- the mechanisms for helping parents to support their children’s learning, for example through: information provided, activities for parents and carers and support for specific groups and individuals.
Grade: The effectiveness with which the school deploys resources to achieve value for money
- the views of parents, carers and pupils in relation to the suitability and availability of resources