{"version":"1.0.0","segments":[{"startTime":87.35,"endTime":93.00999999999999,"body":"Heard the news? Ofsted says it's putting inclusion and well-being at the centre of education"},{"startTime":93.00999999999999,"endTime":97.00999999999999,"body":"and focusing m ore on behaviour and attendance than ever before."},{"startTime":97.21,"endTime":99.52,"body":"But is this really a breakthrough moment for SEMH or just a shiny new badge on the same old system?"},{"startTime":104.58999999999999,"endTime":110.64999999999999,"body":"In today's episode of School Behaviour Secrets, I'll unpack how the new 2025 Ofsted framework"},{"startTime":110.64999999999999,"endTime":116.22999999999999,"body":"will affect the way your school approaches behaviour and SEMH, what you need to know about those"},{"startTime":116.22999999999999,"endTime":119.64999999999999,"body":"changes and what you need to do to get ready for them."},{"startTime":157.69,"endTime":161.89,"body":"Hi there, my name's Simon Currigan and welcome to School Behaviour Secrets."},{"startTime":162.03,"endTime":168.03,"body":"If you're about to tell me that you think a chocolate digestive will ever sit on a higher tier"},{"startTime":168.03,"endTime":173.64999999999998,"body":"than a jammy dodger on the biscuit pyramid of greatness, this relationship is going nowhere."},{"startTime":173.64999999999998,"endTime":179.85,"body":"Which brings me to today's episode, because it turns out how we judge things matters."},{"startTime":180.47,"endTime":184.91,"body":"Whether that's my pyramid of greatness for biscuits, where the niece biscuit, by the way, sits"},{"startTime":184.91,"endTime":189.81,"body":"firmly at the bottom, or the Ofsted framework for schools."},{"startTime":190.35,"endTime":195.07,"body":"Alright, that's a tenuous link, but I have to work with the limited talent that I have."},{"startTime":195.79,"endTime":202.55,"body":"So, Ofsted have just launched their new framework, the old single word judgments are out, and"},{"startTime":202.55,"endTime":207.31,"body":"in comes a new report card style inspection from November 2025."},{"startTime":207.82999999999998,"endTime":212.63,"body":"But today I'm not going to focus on any of that because there's been plenty of coverage of all"},{"startTime":212.63,"endTime":213.63,"body":"those changes in the media."},{"startTime":213.95,"endTime":218.95,"body":"What I want to focus on is the changes to how behaviour and SEMH are being inspected."},{"startTime":219.25,"endTime":226.03,"body":"On paper it feels like there may have been a big shift, but are we really looking at a fresh start?"},{"startTime":226.29,"endTime":229.69,"body":"Or is this a case of the same old inspection, but shiny new packaging?"},{"startTime":229.87,"endTime":237.16,"body":"Let's find out by asking five key questions about the new framework and exploring the answers one by one."},{"startTime":237.26,"endTime":243.51999999999998,"body":"So yes, if you're listening outside the country this one's a little bit England and Wales centric, apologies for that."},{"startTime":243.54,"endTime":249.23999999999998,"body":"But the questions I am going to share are questions every school leader should be asking about"},{"startTime":249.23999999999998,"endTime":252.16,"body":"their school, regardless of where they're based in the world."},{"startTime":252.32,"endTime":257.84000000000003,"body":"And there will be useful answers here to help your school move forward with SEMH and behaviour"},{"startTime":257.84000000000003,"endTime":259.72,"body":"if that's a priority for you."},{"startTime":259.74,"endTime":263.03999999999996,"body":"And if you're listening to this podcast, I'm guessing that's probably true."},{"startTime":263.46000000000004,"endTime":267.84000000000003,"body":"However, before I get to that, if you're finding this podcast useful, please do me a quick favour,"},{"startTime":268.4,"endTime":272.88,"body":"hit the subscribe button so you never miss a future episode and leave us a review."},{"startTime":272.94,"endTime":278.34000000000003,"body":"Now that just takes 30 seconds on Apple Podcasts or Spotify or whatever platform you're using,"},{"startTime":278.72,"endTime":284.4,"body":"but what it does is it really helps more school leaders and teachers find this kind of content."},{"startTime":284.58,"endTime":289.88,"body":"We don't sell anything through the podcast, so if you'd like to support me that would be the"},{"startTime":289.88,"endTime":294.08,"body":"easiest and quickest thing you could do and I would really appreciate it."},{"startTime":294.38,"endTime":296.34000000000003,"body":"So thank you if you can spend those 30 seconds."},{"startTime":296.74,"endTime":298.56,"body":"So let's move on to these key questions."},{"startTime":298.98,"endTime":307.68,"body":"Question one is will Ofsted finally get SEMH or is this just new wording for the same old expectations?"},{"startTime":308.78,"endTime":314.52,"body":"For years, many schools have felt that Ofsted doesn't always get SEMH."},{"startTime":315.02,"endTime":320.58,"body":"They're being too focused on compliance or behaviour data or whether policies look tough enough on paper."},{"startTime":321.08,"endTime":328.76,"body":"Or they only care about inclusion so long as the school is achieving expected standards in maths and English test scores."},{"startTime":329.4,"endTime":334.48,"body":"It wasn't key, it wasn't front and centre, it was kind of like a bolt on a nice to have if the"},{"startTime":334.48,"endTime":335.58,"body":"school was doing well academically."},{"startTime":336.1,"endTime":341.98,"body":"And what Ofsted said publicly about inclusion was a bit of a platitude while their inspectors"},{"startTime":341.98,"endTime":344.34000000000003,"body":"really had their eyes elsewhere."},{"startTime":345.15999999999997,"endTime":351.52,"body":"What surprised me working through the framework in preparation for this episode was how it really"},{"startTime":351.52,"endTime":357.96000000000004,"body":"does put inclusion well-being and the culture of relationships and positive behaviour right"},{"startTime":357.96000000000004,"endTime":360.28,"body":"at the centre of everything."},{"startTime":360.48,"endTime":367.84000000000003,"body":"Yes, inclusion and attendance and behaviour are areas they focus on, but when you read through"},{"startTime":367.84000000000003,"endTime":373.38,"body":"the entire document, how schools support pupils with additional needs or barriers to success..."},{"startTime":373.40999999999997,"endTime":381.16999999999996,"body":"...or they have SEMH needs, those kids are mentioned in literally every category of the framework."},{"startTime":381.68999999999994,"endTime":387.65,"body":"Inspectors are asked to consider how leaders are taking appropriate action to improve the achievement"},{"startTime":387.65,"endTime":392.28999999999996,"body":"of disadvantaged pupils... ...and whether this is done well in school."},{"startTime":392.47,"endTime":395.39,"body":"It's literally mentioned in every category of the framework."},{"startTime":395.53,"endTime":397.66999999999996,"body":"So that is a shift."},{"startTime":397.77,"endTime":404.07000000000005,"body":"It permeates the inspection process, which feels encouraging. But here's the truth."},{"startTime":404.65,"endTime":411.45000000000005,"body":"Whether this is a genuine step forward will depend on how inspectors interpret that in practice."},{"startTime":412.04999999999995,"endTime":417.90999999999997,"body":"The framework gives them the tools to look at SEMH and wider SEND and inclusion needs more fairly."},{"startTime":418.66999999999996,"endTime":424.45000000000005,"body":"The question is, will inspectors use them? Time will tell. Question 2."},{"startTime":425.18999999999994,"endTime":431.30999999999995,"body":"How will inspectors judge behaviour when it looks different for pupils with SEMH or SEND needs?"},{"startTime":431.30999999999995,"endTime":434.85,"body":"This is the one that keeps teachers and school leaders up at night."},{"startTime":435.42999999999995,"endTime":441.30999999999995,"body":"In your classrooms, you've got pupils with ADHD or autism or trauma backgrounds... ...who may"},{"startTime":441.30999999999995,"endTime":446.45000000000005,"body":"not present like neurotypical students in the classroom or out on the playground."},{"startTime":446.90999999999997,"endTime":451.40999999999997,"body":"What success for them looks like might look slightly different, and that's fine because kids"},{"startTime":451.40999999999997,"endTime":457.57000000000005,"body":"are different... ...and our role is to make reasonable adjustments to support their needs and help them succeed."},{"startTime":457.57000000000005,"endTime":460.61,"body":"But will Ofsted see it that way?"},{"startTime":461.16999999999996,"endTime":463.68999999999994,"body":"Well, the new descriptors do make it clear."},{"startTime":464.15,"endTime":469.15,"body":"Inspectors should be looking at whether behaviour is managed fairly, consistently... ...and"},{"startTime":469.15,"endTime":471.16999999999996,"body":"here's the key one, adaptively."},{"startTime":471.73,"endTime":477.87,"body":"That means high expectations still apply, but schools won't be penalised for supporting children"},{"startTime":477.87,"endTime":480.13,"body":"differently when they need it."},{"startTime":480.13,"endTime":487.61,"body":"What inspectors want to see when we do this is that our policies build in flexibility and respond"},{"startTime":487.61,"endTime":494.13,"body":"to our students' needs... ...and that our staff are trained well to apply strategies consistently..."},{"startTime":494.68999999999994,"endTime":499.04999999999995,"body":"...and have the knowledge to understand when to be flexible, when to adapt."},{"startTime":499.27,"endTime":500.54999999999995,"body":"So the message is clear."},{"startTime":500.65,"endTime":505.23,"body":"You don't have to hide pupils who struggle in class... ...or the pupils that you're putting"},{"startTime":505.23,"endTime":507.53,"body":"in place different interventions or approaches for."},{"startTime":507.53,"endTime":515.15,"body":"You don't have to stick rigidly to your school's behaviour policy if the students' needs, in some sense, override that."},{"startTime":515.39,"endTime":520.1,"body":"It just has to be... done in a planned way, in a way that encourages high expectations for all,"},{"startTime":520.5,"endTime":527.34,"body":"not in a way that lowers expectations or impacts on the teacher's ability to teach the rest of the class."},{"startTime":527.38,"endTime":532.88,"body":"We just have to show how we're supporting students and that our approach is informed and it's"},{"startTime":532.88,"endTime":536.76,"body":"been thought through and that we're measuring the impact of what we're doing."},{"startTime":537.04,"endTime":540.82,"body":"We're not just doing anything, we're doing the right things."},{"startTime":541.04,"endTime":547.4399999999999,"body":"And if the strategies we're using aren't working, then we're assessing and adapting as we go."},{"startTime":548.06,"endTime":553.98,"body":"And one interesting thing to pull out here, the framework does mention multiple times that schools"},{"startTime":553.98,"endTime":560.92,"body":"need to recognise that kids' needs and circumstances change over time. They're not static."},{"startTime":560.96,"endTime":567.38,"body":"So it's our responsibility to respond to and adapt to those changes as they happen."},{"startTime":567.58,"endTime":573.34,"body":"And by the way, if you're looking for more practical tools to support SEMH and SEND needs in"},{"startTime":573.34,"endTime":576.7,"body":"your school, I've put something together that I think you'll find really useful."},{"startTime":576.92,"endTime":578.6,"body":"It's called the SEND Behaviour Handbook."},{"startTime":579.56,"endTime":585.2,"body":"Inside you'll find bite-sized guides to conditions like ADHD, autism and trauma, what those"},{"startTime":585.2,"endTime":588.9399999999999,"body":"look like in the classroom and how we can support children, plus other conditions like foetal"},{"startTime":588.9399999999999,"endTime":592.22,"body":"alcohol spectrum disorder, pathological demand avoidance and more."},{"startTime":592.56,"endTime":598.5,"body":"And there's also a behaviour analysis grid that helps you connect the behaviours that you see"},{"startTime":598.5,"endTime":602.02,"body":"in your classroom to possible, possible underlying needs."},{"startTime":602.4,"endTime":604.4200000000001,"body":"And best of all, it's completely free."},{"startTime":604.58,"endTime":607.11,"body":"I'll put a link in the show notes or you can head straight to beaconschoolsupport.co.uk/SEND-handbook."},{"startTime":611.78,"endTime":613.73,"body":"That's beaconschoolsupport.co.uk/SEND-handbook to grab your copy today."},{"startTime":620.94,"endTime":622.82,"body":"Okay, let's move on to question three."},{"startTime":623.34,"endTime":630.6800000000001,"body":"What will Ofsted actually expect to see in practice around SEMH and behaviour during inspections?"},{"startTime":631.08,"endTime":634.16,"body":"So this is where the rubber hits the road, where we start to get practical."},{"startTime":635.1800000000001,"endTime":641.34,"body":"Inspectors are going to want to see that SEMH isn't just a bolt on, but it's an integral part of your school culture."},{"startTime":641.4,"endTime":649.14,"body":"So that means behaviour policies that expectations, high expectations with reasonable adjustments."},{"startTime":649.72,"endTime":654.66,"body":"It's no longer enough to have a one-size-fits-all, zero-tolerance policy."},{"startTime":655.34,"endTime":661.47,"body":"Inspectors will expect to see that your policies set out high expectations for behaviour, but"},{"startTime":661.47,"endTime":667.01,"body":"also make it clear how you adapt your responses for pupils with additional needs."},{"startTime":667.09,"endTime":668.3100000000001,"body":"Now what's the implication here?"},{"startTime":668.83,"endTime":678.07,"body":"That leaders need to review and possibly reframe their policies so they demonstrate both rigour and compassion. There's a balance there."},{"startTime":678.47,"endTime":682.41,"body":"Otherwise they risk being seen as out of step with the new framework."},{"startTime":682.49,"endTime":686.71,"body":"There's a really interesting statement that stood out to me in the leadership section of the"},{"startTime":686.71,"endTime":687.99,"body":"framework that's relevant here too."},{"startTime":687.99,"endTime":694.13,"body":"The document states that leaders establish high expectations for all pupils about behaviour"},{"startTime":694.13,"endTime":701.53,"body":"built on positive relationships and on rules and routines that staff and pupils generally understand."},{"startTime":701.63,"endTime":704.2900000000001,"body":"So there's a relational aspect to this too."},{"startTime":704.45,"endTime":710.61,"body":"It also means that staff training is super important so that every adult in school knows how"},{"startTime":710.61,"endTime":713.4300000000001,"body":"to respond consistently to their students' needs."},{"startTime":714.11,"endTime":717.57,"body":"Consistency is the golden thread Ofsted will be looking for here."},{"startTime":717.83,"endTime":724.7900000000001,"body":"If lunchtime supervisors, teachers and TAs are all applying the same policy differently, that"},{"startTime":724.7900000000001,"endTime":729.61,"body":"means pupils get mixed messages and SEMH practice just unravels."},{"startTime":729.65,"endTime":736.51,"body":"The implication here is that leaders need to invest in training all their staff, not just the teaching staff."},{"startTime":736.65,"endTime":745.21,"body":"So the response is adults in school give kids are predictable, fair and inclusive across the school day."},{"startTime":746.03,"endTime":751.33,"body":"The other thing we need to be focusing on is targeted support for pupils who need extra help."},{"startTime":751.41,"endTime":757.27,"body":"So not just reactive measures when things go wrong, perhaps a pupil's been in a fight and then"},{"startTime":757.27,"endTime":759.41,"body":"everyone kind of thinks about, well what do we need to do now?"},{"startTime":759.99,"endTime":765.1700000000001,"body":"Inspectors want to see evidence that schools are being proactive, identifying needs early, putting"},{"startTime":765.1700000000001,"endTime":768.13,"body":"in place interventions and then tracking their progress."},{"startTime":768.45,"endTime":773.71,"body":"You know, the classic assess, plan, do, review process that everyone's used to using in school."},{"startTime":774.0500000000001,"endTime":781.63,"body":"It's not enough to show you've suspended a child when things blew up anymore. What happened after that?"},{"startTime":781.75,"endTime":788.2900000000001,"body":"What support was in place when the student came back after their suspension to turn things around?"},{"startTime":788.63,"endTime":794.99,"body":"Deal with the short-term behaviour issue, yes, but what Ofsted want you to do is have a long-term plan."},{"startTime":795.45,"endTime":801.45,"body":"So future suspensions or even permitted exclusions don't spiral upwards."},{"startTime":802.5,"endTime":808.52,"body":"The implication here is that schools and school leaders need to demonstrate a graduated, forward-thinking"},{"startTime":808.52,"endTime":817.46,"body":"approach where children are genuinely supported to succeed before behaviours deteriorate or escalate into crisis."},{"startTime":817.76,"endTime":823.32,"body":"And another important factor that comes from the framework is that of pupil voice and wellbeing"},{"startTime":823.32,"endTime":828.48,"body":"initiatives evidence that children feel safe and included, there's a section of the leadership"},{"startTime":828.48,"endTime":837.08,"body":"framework that explicitly states there is a highly inclusive culture in which all pupils feel that they belong."},{"startTime":837.32,"endTime":842.86,"body":"So inspectors will want to hear how your students themselves experience school."},{"startTime":843.52,"endTime":846.3000000000001,"body":"Do they feel listened to? Do they feel supported?"},{"startTime":846.58,"endTime":848.76,"body":"And do they feel like they belong?"},{"startTime":848.9,"endTime":852.82,"body":"And does that go for kids with SEMH needs too?"},{"startTime":852.86,"endTime":856.66,"body":"Or do they feel excluded or apart or different?"},{"startTime":857.16,"endTime":862.6800000000001,"body":"The implication for schools is that tokenistic wellbeing displays won't cut it anymore."},{"startTime":863.64,"endTime":868.6800000000001,"body":"Schools need to show genuine initiatives that have impact, whether they evidence that through"},{"startTime":868.6800000000001,"endTime":875.4,"body":"surveys, hard behaviour data or visible changes they can quote directly from pupil feedback."},{"startTime":875.9,"endTime":880.1,"body":"As before, inspectors aren't necessarily asking for endless paperwork."},{"startTime":880.22,"endTime":882.44,"body":"They're looking for impact here."},{"startTime":882.5600000000001,"endTime":887.2,"body":"They want to see how all these approaches play out in classrooms and corridors and playgrounds"},{"startTime":887.2,"endTime":893.0400000000001,"body":"and assemblies, not just written down, stuffed in a folder in the head's office and never looked at again."},{"startTime":894.0600000000001,"endTime":899.98,"body":"Question four is what does exceptional inclusion and behaviour practice look like?"},{"startTime":899.98,"endTime":902.28,"body":"And here's where schools want clarity."},{"startTime":902.76,"endTime":905.22,"body":"And I've kind of touched on some of this already."},{"startTime":905.4,"endTime":907.62,"body":"The descriptors show a clear progression."},{"startTime":907.9200000000001,"endTime":912.9,"body":"So at the lower end of the scale, the way they're assessing where a school fits in a category,"},{"startTime":912.94,"endTime":915.72,"body":"you've got the urgent improvement level."},{"startTime":915.88,"endTime":918.96,"body":"And here what you see is reactive approaches."},{"startTime":919.22,"endTime":922.1800000000001,"body":"Is the school on the back foot? Are they inconsistent?"},{"startTime":922.62,"endTime":925.08,"body":"Are they paper driven rather than practice driven?"},{"startTime":925.36,"endTime":931.08,"body":"Are there big gaps between the intention of school leaders, the intention of policies and what"},{"startTime":931.08,"endTime":932.96,"body":"you actually see in the classroom?"},{"startTime":933.38,"endTime":941.1,"body":"Moving up a level, the needs attention judgment talks about that, but also how leaders may have"},{"startTime":941.1,"endTime":944.96,"body":"ambitions for improvement, but changes aren't yet embedded."},{"startTime":945.53,"endTime":952.6700000000001,"body":"And then as you move up through the scales, what you see from schools is more consistency, more"},{"startTime":952.6700000000001,"endTime":956.2900000000001,"body":"proactivity, and more embedded systems."},{"startTime":956.63,"endTime":959.6700000000001,"body":"At the very top of the scale, you've got the exceptional level."},{"startTime":960.09,"endTime":963.75,"body":"These are schools that have a culture where every child feels they belong."},{"startTime":964.51,"endTime":967.8100000000001,"body":"SEMH and SEND is systemic, not situational."},{"startTime":967.8100000000001,"endTime":969.69,"body":"So I'm going to say that again, right?"},{"startTime":969.73,"endTime":975.9300000000001,"body":"SEMH is planned, it's intentional, it's systematic, it's embedded, it's not reactive."},{"startTime":977.11,"endTime":982.2900000000001,"body":"Staff are trained and they're supported by senior leaders, but they feel confident."},{"startTime":982.6700000000001,"endTime":987.73,"body":"SENCOs aren't buried in paperwork, they're driving change that you can see in classrooms."},{"startTime":988.3100000000001,"endTime":993.63,"body":"Leaders aren't just writing policies in their rooms, they're monitoring impact and using data"},{"startTime":993.63,"endTime":995.89,"body":"to adapt what happens in school."},{"startTime":995.89,"endTime":1000.63,"body":"So in short, exceptional schools don't just react to behaviour."},{"startTime":1001.39,"endTime":1005.75,"body":"They're shaping a culture where children regulate, they belong, and they thrive."},{"startTime":1006.71,"endTime":1012.1700000000001,"body":"What the specific ethos and specific practice looks like from school to school to school will"},{"startTime":1012.1700000000001,"endTime":1016.15,"body":"depend on that school's individual setting, and that is recognised in the framework."},{"startTime":1016.15,"endTime":1021.97,"body":"One of the descriptors in the leadership framework at the expected standard actually is, leaders"},{"startTime":1021.97,"endTime":1026.87,"body":"understand the school's context, strengths and areas for development."},{"startTime":1027.17,"endTime":1033.53,"body":"So that's about thinking about what's right for your school situation, your demographic, your"},{"startTime":1033.53,"endTime":1038.1299999999999,"body":"parents, your students, the skill level of your staff, where you want to take the school, and"},{"startTime":1038.1299999999999,"endTime":1040.77,"body":"not just reaching for a cookie-cutter approach."},{"startTime":1040.77,"endTime":1046.53,"body":"And then finally, the key question for all of us working in schools moving forward is, what"},{"startTime":1046.53,"endTime":1051.93,"body":"do we need to do now to prepare staff and systems for these 2025 changes?"},{"startTime":1052.07,"endTime":1056.47,"body":"So if you're a leader listening to this, I've put together five practical steps that you can"},{"startTime":1056.47,"endTime":1058.71,"body":"take right now to prepare yourself."},{"startTime":1059.43,"endTime":1063.51,"body":"Number one, start an SEMH audit or an inclusion audit."},{"startTime":1064.24,"endTime":1070.6299999999999,"body":"Do you know which pupils face barriers and how effectively are you supporting them?"},{"startTime":1071.1499999999999,"endTime":1072.43,"body":"How do you know that?"},{"startTime":1072.67,"endTime":1077.23,"body":"What data are you using to identify those students and their success?"},{"startTime":1078.05,"endTime":1080.6499999999999,"body":"Number two, review your behaviour policy."},{"startTime":1080.87,"endTime":1086.79,"body":"Does it combine high expectations with flexibility and adaptability and support?"},{"startTime":1087.03,"endTime":1094.92,"body":"Does it foster behaviour? built on strong relationships and systems and routines, not just one or the other?"},{"startTime":1094.92,"endTime":1102.5,"body":"Number three, review how you train your staff effectively because consistency is key, especially"},{"startTime":1102.5,"endTime":1105.56,"body":"with things that Ofsted are going to be looking at like low level disruption."},{"startTime":1105.98,"endTime":1109.32,"body":"Can your staff understand pupils underlying needs?"},{"startTime":1109.56,"endTime":1112.6599999999999,"body":"Can they de-escalate heightened pupils in the classroom?"},{"startTime":1112.74,"endTime":1120.6999999999998,"body":"The importance of well knowledgeable staff who can adapt is mentioned repeatedly in the new Ofsted framework."},{"startTime":1120.6999999999998,"endTime":1124.76,"body":"Number four, empower your SENCOs and your pastoral leads."},{"startTime":1125.1599999999999,"endTime":1131.78,"body":"They should be leading whole school change, not just firefighting day after day after day, stuck in reactive cycles."},{"startTime":1132.28,"endTime":1140.06,"body":"The document makes specific references to SENCOs being qualified and being able to make a difference in a leadership role."},{"startTime":1140.06,"endTime":1143.58,"body":"And then number five, track and show impact."},{"startTime":1144.48,"endTime":1151.2199999999998,"body":"Gather evidence, hard data of how your SMH strategies are improving behaviour and well-being"},{"startTime":1151.2199999999998,"endTime":1155.58,"body":"and attendance because all those things are joined up over time."},{"startTime":1155.84,"endTime":1161.24,"body":"You know, actually, you know, it occurs to me, if you do these things, you won't just be inspection"},{"startTime":1161.24,"endTime":1167.86,"body":"ready, you'll be putting your school on the right path for the future anyway, regardless of Ofsted."},{"startTime":1168.4199999999998,"endTime":1169.52,"body":"So here's the big takeaway."},{"startTime":1170.2199999999998,"endTime":1177.6999999999998,"body":"The new Ofsted framework could mark a real shift towards needs-led relational practice being"},{"startTime":1177.6999999999998,"endTime":1179.8799999999999,"body":"recognised as a positive thing in schools."},{"startTime":1179.9399999999998,"endTime":1187.3999999999999,"body":"But the difference between a new label and real change will depend on how schools respond and"},{"startTime":1187.3999999999999,"endTime":1190.1999999999998,"body":"how inspectors interpret those changes in the real world."},{"startTime":1190.3799999999999,"endTime":1194.8,"body":"And look, let's be honest here, there's also been an additional problem with the inspection"},{"startTime":1194.8,"endTime":1203.26,"body":"system because there's always been a lack of transparency about how inspectors kind of arrived at a school's grade."},{"startTime":1203.3,"endTime":1208.48,"body":"If you're unhappy with how your school's inspected, you can't see the evidence the team used"},{"startTime":1208.48,"endTime":1210.48,"body":"to make or justify their judgments."},{"startTime":1210.62,"endTime":1215.4399999999998,"body":"And if you want to appeal, well, your only option is to complain to Ofsted who will just send"},{"startTime":1215.4399999999998,"endTime":1221.54,"body":"in another team who also won't share the evidence that they used to come to their second judgment."},{"startTime":1221.9399999999998,"endTime":1224.6599999999999,"body":"So transparency is a problem here."},{"startTime":1224.78,"endTime":1227.4199999999998,"body":"Sorry, we're off on a side mission there."},{"startTime":1227.9399999999998,"endTime":1233.4699999999998,"body":"The bottom line is, all things being equal, if you can show... that your school creates an environment"},{"startTime":1233.4699999999998,"endTime":1240.9499999999998,"body":"where every child feels safe, supported, and able to learn, and part of an inclusive culture"},{"startTime":1240.9499999999998,"endTime":1246.6899999999998,"body":"of the school, then not only are you meeting Ofsted's expectations, you're doing what's right for the children."},{"startTime":1246.81,"endTime":1249.8899999999999,"body":"And at the end of the day, that's what really matters."},{"startTime":1249.9499999999998,"endTime":1253.05,"body":"I'm going to leave you with one last descriptor."},{"startTime":1253.07,"endTime":1256.4499999999998,"body":"It's unrelated to SMH, but this made me genuinely happy."},{"startTime":1257.01,"endTime":1261.3899999999999,"body":"The descriptor was, teachers prioritise daily story time."},{"startTime":1261.85,"endTime":1269.79,"body":"They read aloud and re-read high quality stories and talk about them to build pupils familiarity and understanding."},{"startTime":1270.1499999999999,"endTime":1277.03,"body":"Because I feel that story time, that's valuable time, building up relationships and children's"},{"startTime":1277.03,"endTime":1282.33,"body":"interest in learning, especially in primary school, and that's an element of classroom practice"},{"startTime":1282.33,"endTime":1286.53,"body":"that's really been squeezed out in the last 15 years."},{"startTime":1286.61,"endTime":1292.55,"body":"So that's not showing kids YouTube videos of stories, or YouTube videos of someone else reading"},{"startTime":1292.55,"endTime":1299.77,"body":"the story, but using the time for the class teacher to literally read with the class from a book. Kids love it."},{"startTime":1299.9699999999998,"endTime":1303.99,"body":"And when teachers are given the permission and time to do it, they love it too."},{"startTime":1303.99,"endTime":1306.51,"body":"Because it really builds bonds between adults and students."},{"startTime":1306.57,"endTime":1308.75,"body":"So maybe there is a link with SMH there after all."},{"startTime":1308.77,"endTime":1313.7099999999998,"body":"If today's episode gave you something useful, please hit subscribe so you don't miss the next"},{"startTime":1313.7099999999998,"endTime":1315.53,"body":"one, and leave us a quick review."},{"startTime":1315.6499999999999,"endTime":1319.87,"body":"It really helps us to spread the word to more teachers and school leaders who want to support"},{"startTime":1319.87,"endTime":1323.75,"body":"SMH and behaviour in schools. That's it for today. My name's Simon Currigan."},{"startTime":1323.9699999999998,"endTime":1328.11,"body":"Thank you for listening, and I'll see you next week on School Behaviour Secrets."}]}